LESSON PLAN

Teacher SOF Date : Sept 30th 2023

Talk/Ask about past events

In this lesson , students will learn simple past tense verbs and sentences while
conducting fun classroom activities .
Once students learn how to use the past tense then they can use this language to talk
about themselves and what they did yesterday, before the lesson, at the weekend,
during the vacation, etc.
To help students use the past tense fluently, after teaching this lesson, talking about
the past tense can become part of your classroom routine.
Aims:
· To introduce new vocabulary about past activities
· To introduce the past simple with its function to talk about the past
(comparing it to the present simple and present progressive)
· To introduce the affirmative and negative form of the past simple and the
forms of regular and irregular verbs
· To review adverbials of time concerning weekdays (on Monday, on Saturday,
on the weekend), here used with the past tense.
· To practice the pronunciation of the “-ed” ending in the past simple and the
stress of the personal pronoun when using the same question to talk about another
person
· To provide Ss with controlled and semi-controlled practice in speaking,
listening and freer practice in the context of reporting about past events using the
past simpl

Lesson
The main objective is to increase the amount of group/individual pronunciation practice in
classroom (which will enable me to identify in a more specific way each student’s needs and work
on it to enable them develop their listening/speaking skills).
OBJECTIVES: The General objective is to reinforce their speaking and listening skills, to
identify and pronounce correctly the target language and use it in a real life situation.

 Knowledge: The focus in the class is on conversation in order to help improve students’
fluency and confidence when speaking in English as well as boosting their vocabulary.
 Skills: To develop learners’ listening and speaking skills.

L : Identifying the proper vocab in a sentence / conversation

S : - To provide fluency and accuracy practice of speaking in the context.
- The use of topic related vocab in real life situation

♦ TEACHING AIDS: classe materials (CourseBook, Flash cards, interactive-board, work

sheets, etc)

• TEACHING PROCEDURE:
A warmer 5-10 mint
Introduction to the unit 10-15 min
Vocabulary (elicit + drill) 20 mint
Listening exercises 15-20 min
Closed speaking exercises 15-20 min
Open speaking exercise 15-20 min
Consolidation 10 min

STEPS TEACHER’S STUDENT’S CONTENT

ACTIVITIES ACTIVITIES
• Warm-up Greeting students,
[10 mint] TPR warm up

To set lesson context Engage Phase

and draw Sts’s Review,
attention to the target Recall vocab (Vocab check) T-S conversation I-Board + Flash cards
language
REVIEW
+ recall vocab
Review with a quick guessing
game

The T checks the students’ understanding

orally, encouraging them when it is
required and allowing them to self-
correct if necessary.

Presentation
[15 – 20 Mint] Study Phase
WARM UP Listen and repeat
To clarify the review the keywords and expressions and
meaning, form and check students’ understanding + I-Board + Flash cards
pronunciation of the
target language T -S conversation
T will use the first five to ten
minutes of this lesson to
generate an interest in the
topic
Then elicit the following

1.
I draw a timeline on the board
and mark “NOW”, “PAST”,
“FUTURE” and, pointing at the
picture, I ask “What day is it in the
picture?” Then I add “Saturday”
after Ss have answered.
I elicit that the conversation is
about past events by comparing
it to the present progressive:
EG:

2.
T : Is Sarah watching a movie
now?
Ss: No.
T: Is she having a party now?
Ss: No.
T: Is she sleeping now?
Ss: No.
T: When did Sarah watch a
movie?
Ss: On the weekend/On Friday.
T: When did she have a
party?
Ss: On the weekend/On
Saturday.

3.
I elicit the form of verbs in the
past simple by comparing it to
the present simple. I write the
following pairs of sentences on
the board:
a. I go shopping with my
friend Alice.
I went shopping with my friend
Alice.
b. I work all the time.
I worked all the time.
 Purpose:
To raise Ss awareness of the
formation and sentence
structure of the past simple and
provide Ss with a chance to use
past simple sentences for
speaking

4.
Then present and explain the
formation of verbs in the past
simple (regular/irregular) and the
patterns for sentences
(affirmative/negative)

(Eliciting and drilling new vocab

and how to identify)
Practice pronunciation with all
students
• Practice
[15- 2O min]
Activate Phase Practice Key Words
To provide students Activate the newely learned And Sentences I-Board + Flash
with free practice vocab/structure through some fun, T-Sts + S-S cards
of the target engaging activities
language

- use the vocab in a proper way

when discussing the subject T-Sts + S-S
- Focus on linking words and be Interaction
given opportunities share their
opinions and personalize the new
vocab.
APPLY and ASSESS

5.
provide Ss with practice in
transforming affirmative
sentences in the past simple into
negative sentences and the other
way round

Then practice turning positive

sentences into negative
sentences and negative sentences
into positive sentences.” and start
with the examples on the board
(later I use other sentences from
the dialogue as well as Ss’ ideas).

Followed by a free practice where

Sts have to go around the class
and ask classmates questions
using the previously learned
structure and fill up a worksheet.

To correct their mistakes and

clarify mroe
(spelling/Pronunciation mistakes)

Teacher Walking around the class listen,

helping if necessary and praising
students.

Practice / drill the vocab and the

pronunciation as much as possible
• Consolidation
[10 Min] Review
+ Feedback and
Error Correction (2- + Check for errors again and
3 minutes) reinforce the vocab and structure Flash cards + Board
• To correct their
mistakes and be sure
Qs and As to check understanding
that they understand
T - St
the target language
Write some incorrect
Conversation
words or sentences
that have been heard Exit Ticket:
while monitoring the
Sts and ask them to
find the mistakes and Checking for Understanding
share with the whole Stand by the door as sts leave.
class. Ask each one a questionn if they T – Sts
answer correctly they may leave, Interaction
wrong answer and they go back to
the end of the line

monitored and corrected by the

teacher