Talking about you - Past Simple - Irregular verbs
By the end of this lesson, Ss will be able to accurately use irregular verbs in the past simple tense in affirmative, negative sentences and questions.
By the end of this lesson, Ss will have practised listening for specific information and they will have improved the accuary and fluency of their speaking skills in dialogues asking and answering questions about themselves
Procedure (38-47 minutes)
- Ask Ss what they covered in the previous lesson (reading about millionaires) and elicits some examples of the past simple form. - Write one example on the board and then stick an irregular verb on the board (give) and adds "+er" on the board. Ask Ss if they think it's correct. Elicits Ss's ideas. - Write the correct form on the board and ask Ss how the past simple tense is formed. (the verb changes instead of adding "er" to the verb). Introduce the term "Irregular Verbs".
- Give Ss HO1 (Gap Fill - past forms). Ss look at the irregular verbs. Elicit the meaning of some words Ss might not know, such as catch ("When I throw a ball, you _____" using gestures and body language); leave ("sometimes students don't want to study anymore. They leave school and never go back. They don't graduate and don't get a diploma"). Ask CCQs: "When I leave school, do I get a diploma? No"; lose (show pictures to check meaning) Ask "Is all his money gone?" "Does he has a lot of money?". - After checking the meaning of all verbs, ask Ss to work in pairs and try to guess their past forms. - Elicit ideas from the Ss. - Stick these verbs on the board. Give Ss the cards with their past tense forms on them and asks Ss to match them on the board by sticking them next to the correct verb. - WC FB. Tell Ss to complete the list in their HO. - Drill the verbs and their past forms. Focus particularly on the pronuncation of catch-caught, take-took, win-won, write-wrote -Re-groups Ss by asking them to stand up. Tell them the first letter of my name and ask one student the first letter of her name and ask her if it comes before or after mine in the alphabet. Let her stand next to me and instruct the class to ask each other and stand in a row alphabetically. Then Ss sit down next to each other in that order. - Remove the cards from the board. Tell Ss to put the HO away. -Tell Ss they will play a game. Each pair will get cards with the irregular verbs on one side and their past form on the other side. Ss will sit facing each other and alternatively ask each other the past form of the verb they have on their card, without showing the other side of the card with its past tense. Ss test each other and see how much they remember the past forms. - Use simple and clear instructions: Look at these cards. (Show different colors on each side) One side is a verb, the other is past tense. Show your partner the verb (pink side) and she says the past tense." - Tell Ss that they will give each other 10 seconds for each verb and see who guesses the most correct forms. Instruct "You have 10 seconds. See who will get the most correct answers" - Demonstrate with a strong student. - Give Ss the cards and tell them to start. - Monitor closely for pronunciation and check how much Ss remember and guess correctly. - When they finish, tell each pair to exchange their cards and start over. - Monitor and make notes of Ss' errors. - After the second round has finished, WC FB on pronunciation issues or forms. - Chorally drill verbs and past forms as necessary.
- Tell Ss they will complete a person's profile or biography with the past form of irregular verbs. - Introduce the person (Ben Way) and tells Ss that we'll read about his "ups and downs." Check whether Ss understand it, and explains it means the good and bad periods of life, using gestures to make the meaning clear. - Show the HO and ask Ss to read the short paraghraph to understand Ben's ups and downs. The HO is folded. T explains that it is folded and that Ss only read the short paragraph at the top of the page. - Elicit the meaning of "dotcom millionaire" (a person who made millions by selling products or services on the Internet). - Ask what Ben's ups and downs were. (He became rich at age 17, then he lost everything, but now he is a millionaire again) - Pre-teaches "dyslexic" (definition, writing the first letter on the board), software program (on computers, we can do many things because of ... programs), "company" (by giving examples), and entrepreneur (giving names of famous entrepreneurs, might be difficult for Ss to come up with, then just give the word). - Ask Ss to unfold their HO. T and Ss go over the profile and T demonstrates the first sentence and elicits the correct form of the verb for sentence 2. - Tell Ss they can check their list of irregular verbs in the previous HO. T tells Ss to complete the profile. - Monitor closely. - Tell Ss to check their answers in pairs.
- Tell Ss to listen to an interview with Ben Way and check their answers. Project answer key. - Tell Ss they will listen again. Show HO3. Tell them these are questions about Ben.Give them the HO. Drill them for pronunciation and intonation. Review how to say dates (19..). - Tell Ss they will listen to the audio again and try to answer the questions. - Play audio. - Re-group Ss ("1990 - 1991 - 1992 -") - Tell Ss they will work in pairs: Student A and B. Student A will ask questions 1-4 and Student B will ask A questions 5-8. - Monitor. - Tell Ss the answers are under their seats.
-Tell Ss they are going to work in pairs. Show HO 4. Tell Ss they will write positive or negative sentences. - Give Ss the HO. Give them 3 minutes to complete the task. - Monitor closely. - Tell Ss to work in pairs and share their sentences. -Monitor for delayed fb