The document describes an English lesson plan that teaches past continuous and past simple tenses through various activities and exercises. The lesson includes speaking activities where students ask each other questions using the target tenses, a grammar introduction that contrasts the tenses using a timeline, irregular/regular verb practice, sentence exercises identifying the correct tense, and a group speaking activity describing pictures using both tenses. The overall aims are to teach and practice using past continuous and past simple separately and together to describe interrupted actions.
The document describes an English lesson plan that teaches past continuous and past simple tenses through various activities and exercises. The lesson includes speaking activities where students ask each other questions using the target tenses, a grammar introduction that contrasts the tenses using a timeline, irregular/regular verb practice, sentence exercises identifying the correct tense, and a group speaking activity describing pictures using both tenses. The overall aims are to teach and practice using past continuous and past simple separately and together to describe interrupted actions.
The document describes an English lesson plan that teaches past continuous and past simple tenses through various activities and exercises. The lesson includes speaking activities where students ask each other questions using the target tenses, a grammar introduction that contrasts the tenses using a timeline, irregular/regular verb practice, sentence exercises identifying the correct tense, and a group speaking activity describing pictures using both tenses. The overall aims are to teach and practice using past continuous and past simple separately and together to describe interrupted actions.
The document describes an English lesson plan that teaches past continuous and past simple tenses through various activities and exercises. The lesson includes speaking activities where students ask each other questions using the target tenses, a grammar introduction that contrasts the tenses using a timeline, irregular/regular verb practice, sentence exercises identifying the correct tense, and a group speaking activity describing pictures using both tenses. The overall aims are to teach and practice using past continuous and past simple separately and together to describe interrupted actions.
Name: Ekin Göktan • 09 Jun 2023 • Past Continuous and Past Simple
Description In this lesson, ss will learn past simple and past continues through guided discovery and exercises. In the lead-in stage, T asks ss what they can remember about the pictures from the previous lesson and in order to help them shows pictures and gives them HOs to ask each other questions in pairs. In order to clarify the use of both tenses together, timeline will be drawn on the WB. Irregular and regular verbs and pronunciation of regular verbs will be practiced. The grammar exercises involve guided discovery, finding correct forms in a sentence, pronunciation of regular verbs and filling in the blanks. In the speaking stage, T puts ss into groups of four and give each group pictures showing interrupted actions.
Main Aims The main aim is to teach and practice past simple and past continuous tenses and to use them together in interrupted actions.
Sub Aims Learning the pronunciation of regular verbs.
Background
Class Profile The students in this pre-intermediate class are between the ages of 21-65. There are three men and twenty women. They are active in the class and friendly. They ask questions to T while she is monitoring to make sure they are doing all right. They can be noisy sometimes as they started to know each other.
Assumptions I assume that ss are familiar with past simple and past continuous and they can do exercises with the guidance of the T. I also assume that it will be hard for them to remember the previous course subject. I think the last speaking exercise will be useful to practice the new tenses they learned.
Personal Aims I am going to stay in the middle during feedback. I will also try to be in the middle when I ask a question to one of the students. I will remember to ask ICQs. I will find ways to attract ss' attention and speak louder as they can be noisy sometimes.
Timetable Fit In the previous lesson, they had a reading part about "valuable works of art found in unexpected places" and this lesson starts with a reminder of this text. The next lesson focuses on listening and it will be an introduction to "used to".
Anticipated Problems & Solutions
Problem - I think it will be hard for ss to remember the previous course subject and speak about the pictures. Solution - I printed out the pictures, changed the speaking part a little to guide them during speaking exercise. Problem - Ss' knowledge of past simple and past continuous may not be good to do some exercises. Soution - In this case, I will try to clarify the rules within context.
Materials Speaking HO (Lindsay Clanfield & Amanda Jeffries (2010) Global Pre-Intermediate, MacMillan Publishers Ltd.) Grammar HO (Lindsay Clanfield & Amanda Jeffries (2010) Global Pre-Intermediate, MacMillan Publishers Ltd.) Visuals (Lindsay Clanfield & Amanda Jeffries (2010) Global Pre-Intermediate, MacMillan Publishers Ltd.) Gap-fill HO (Lindsay Clanfield & Amanda Jeffries (2010) Global Pre-Intermediate, MacMillan Publishers Ltd.) Visuals of Certain Actions (Internet) Materials
Please see the following page for the lesson procedure
Name: Ekin Göktan • 09 Jun 2023 • Past Continuous and Past Simple
Interaction Stage Procedure Materials Time Comment Pattern Lead-in T sticks four picures of works of art (statue, sculpture, painting, an old manuscript) which To elicit the words they are related to the previous lesson and ask students their names. T elicits the names, Visuals PW 2-3 learned in the previous writes them on the WB. lesson
Speaking To build questions starting T gives the speaking HO. Ss ask each other four questions starting with "What happened with "What happened Speaking HO PW 4-5 while..." and "What was happening when..." and answer their partner's questions. while..." and "What was happening when..."
Grammar Introduction T uses the first one of the four sentences ss used in the speaking stage to introduce the To inroduce past simple use of past continuous and past simple together by drawing a timeline. T elicits which Speaking HO S-T 4-5 and past continuous action was happening and which action interrupted it. Volunteers will come to the WB and show the sequence of actions on the timeline.
Irregular and Regular
Verbs T gives the second handout and ss decide whether the verbs are regular or irregular. If it is To test the knowledge of Grammar HO Solo 1-2 hard for the ss, T gives examples for these kind of verbs. irregular and regular verbs
Guided Discovery for
Past Continuous and Past Simple Ss circle certain rules about both tenses and give the answers. Grammar HO S-T 2-3 To find out the difference between Past Continuous and Past Simple
Past Simple - regular or
irregular Ss write the past form of given verbs to the correct column: regular or irregular. Ss check To write the past form of answers in pairs and then WCF. T says that if ss not sure how to spell the past form of Grammar HO Solo, WC 4-5 verbs and to put them some verbs, they should speak up so that T can write them on the WB. either regular or irregular part. Interaction Stage Procedure Materials Time Comment Pattern Grammar Exercise Ss read the sentences and decide which tense is appropriate for each one. T explains that To decide whether past there are six sentences and they will decide which part of the sentence should be in past continuous or past simple simple form and which one should be in past continuous form and underline the correct form is correct in each one. T also says that the most important thing is to find out which action was happening sentence first and which one interrupts a continuous action, so it will be helpful to find out the correct form. Ss do this exercise by themselves and they have 3 minutes. T asks the following ICQs: "How many sentences are there?", "What is the most important thing before T-S, Solo, underlining the correct form?" After ss 3 minutes,ss will give the answers individually. Grammar HO 5-6 S-T
Pronunciation T writes on the WB "picked, nodded, abolished" and asks ss how these verbs are To practice the pronounced. Then writes the last sound of each verb under them: "k, d, ʃ" pronunciation of past The meaning of abolish can be clarified with an example: "The death penalty was Grammar HO T-S, WC 4-5 tense abolished in 2004 in Turkey". "Nod" can be mimed. Ss look at the last exercise and pronounce as WC.
Follow-up T explains that ss read 3 short paragraphs about valuable works of art found by accident. To practice grammar Ss fill in the blanks with correct form of the verbs in brackets. Then, ss check answers in T-S, Solo, Gap-fill HO 5-6 subjects ss have learned pairs for a minute. T gives answer key to each pair for them to check their answers PW together.
Speaking Activity To build sentences with T puts ss into three groups: "statue, painting, manuscript" and gives pictures of certain past simple, past Visuals of actions. Ss describe actions and use both tenses separately and together by associating GW 4-5 continuous and both Certain Actions continuous actions with the interrupting actions. together by looking at the pictures.
