Ahmed Ahmed

People who changed the world
Elementary level


In this lesson sts will learn about the simple past, regular and irregular verbs in the context of a reading passage about Nelson Mandela. The lesson starts with life events lexis set to practice and use in past life events. This is followed by a reading passage to read for gist and specific information. Also, the sts discover the TL-grammar, then answer comprehension questions. Grammar practice of regular and irregular verbs will be practiced. The sts will also listen to regular and irregular verbs in a listening activity where they discover more about the past form ending. The lesson ends with a personalized activity using the simple past, regular and irregular verbs.


Abc Cards
Abc Pictures
Abc HO
Abc Slips of Ex. 3
Abc Audio material
Abc Slips of Ex. 6
Abc WB
Abc Ex. 1 Lexis slips

Main Aims

  • To provide the opportunity for students to practice and use past regular and irregular verb forms in the context of reading a passage on Nelson Mandela.

Subsidiary Aims

  • To provide an opportunity for students to read a passage and discover the grammar of past regular and irregular verbs.


Quick Review (2-2 minutes) • For students to review was/were from previous lessons to prepare them for the past regular/irregular verbs.

Teacher writes and models 4 times of the day yesterday in a table on the WB, then ask each other where they were in those four times: 'Where were you ... 'time'.... yesterday ....morning/evening...? I was at home at five pm yesterday.

Lead in (3-3 minutes) • To set lesson context and engage students

Students look at photos of different famous people on the WB. Teacher uses one photo to talk about, emphasizing the simple past regular/irregular verbs. Engage the sts to talk about other people in the photos: 'singers, athletes, actors, presidents', etc.

Ex.1 Vocabulary-Life events (8-8 minutes) • For students to be exposed to the TL: regular, irregular past verbs

[1 min] Pre-teach the words: 'divorced', 'law', 'become' with the pronunciation and stress. Teacher models the activity with collocation [verb-noun] cards: (start-school, my first job), with the words from Ex. 1. [2 min] Two columns (& 2 groups of sts) on the WB: each column with four verbs and eight nouns to collocate. GW: sts study the words for a short time on the WB, then match them to make more collocations. [2 min] Sts compete and try to match as many (V. + N.) correctly. Mistakes can be peer corrected with the teacher supports. [3 min] Back-to-board: sts take turns to test each other on the collocations: 1 ss says the noun, and the partner with his back to the board says the whole collocation.

Ex.2-A Reading for Gist (4-4 minutes) • To understand the general idea and be better exposed to the language in context

Teacher draws sts attention to the title: From Prison to President. What do you think the passage is about? In their groups, sts tell each other what they know about Mandela. Now they read the passage quickly to report to each other what they understood.

Ex.2-B Reading for specific information (5-5 minutes) • To read about Mandela's life and fill in with specific information

Sts read again and fill in the gaps with the correct dates and number from the box. Teacher writes the answers on the board for sts to check! Teacher monitors and offers support where necessary.

Ex.3 Comprehension Check (3-3 minutes) • To check general understanding of the text

GW: Sts match the sentences to the paragraphs to put the events in Mandela's life in order. Teacher monitors as they are organizing the text and supports. sts can use the text now to check their answers. .

Ex.4-A Semi-Controlled Practice (4-5 minutes) • To provide students with the opportunity to discover the past regular/irregular verbs.

[3 min] Sts look again at the text and find the past simple of regular/irregular verbs. Teacher monitors and supports where necessary. [2 min] FB: Board Race: two columns and two groups: the teacher says the verb, the sts run to write the past form under 'Regular/Irregular' columns.

Ex.5-A Listen for pronunciation (2-3 minutes) • To provide opportunity for the students to work on the correct pronunciation of the past verb form

[2 min] Teacher models the activity saying, 'went' and writes on the board /t/. Teacher draws three columns on the board and asks: how many different sounds are you going to listen to? They listen for the first time. Then they listen again. Sts listen to the verbs in 4a for /d/, /id/, /t/ ending of the verb forms. [1 min] Individually students get to practice saying the words to themselves.

Ex.5-B Listen for pronunciation (2-2 minutes) • To proceed with the pronunciation activity of the sound of the past irregular verb forms

[2 min] Sts listen and practice the sound of the past irregular verb forms.

Ex6 Reading for pronunciation of the verbs in the past (3-3 minutes) • To provide opportunity for the students to read, write and pronounce the verbs in context correctly.

I convert the activity from gap-fill to assist the learners in reading, writing, listening, pronouncing in context the verbs they are practicing. [3 min] Teacher models the activity. 2-3 lines: 2-3 paragraphs. (depending on the size of the class) A student runs to the board and reads as much as s/he can remember and runs to his partner to read it. His partner writes the part that is read focusing on the sound and spelling of the word. The line that finishes first wins!

Personal experiences (6-8 minutes) • To provide students with free practice of the target language

[6 min] Students mingle and report to each other their personal experiences in high school/university study and tell why they liked it or not! [2 min] Change partners and report to the new partner something about your old partner.

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