Module 2 Kevin Bourn
Assignment 2: Lesson Plans 30 January 2025
Subject: Past Simple Tense Class Size: 30 Overall Duration: 60 min
Topic: Daily Activities Level: Beginner Ages: 9-12
Materials:
Whiteboard and markers
Flashcards with pictures depicting past actions (e.g., "eating", "sleeping", "playing")
Worksheets for sentence-building and matching activities. (See on final page.)
A "Find Someone Who" activity sheet. (See on final page.)
Storytelling and role-play prompts.
Lesson Objective:
By the end of the lesson, students will be able to:
Use the past simple tense to describe daily activities.
Ask and answer questions about past events using the structure "What did you do yesterday?"
Practice pronunciation and fluency in using past simple verbs.
Assumptions:
Students are familiar with basic present tense verbs (e.g., "eat", "sleep", "play").
Students have limited exposure to the past simple tense.
Anticipated Problems:
1. Students may confuse present and past tense forms.
2. Pronunciation of irregular past tense verbs (e.g., "ate", "slept") may be challenging.
3. Shy students may hesitate to participate in speaking activities.
Solutions:
1. Provide clear examples and highlight the difference between present and past tense.
2. Drill pronunciation of irregular verbs and provide visual aids for reinforcement.
3. Use pair and group work to encourage participation and reduce anxiety.
Presentation Stage (15 minutes)
Purpose of Procedure: To introduce the past simple tense in a contextualized way and model correct usage.
Interaction Pattern: Teacher-centered, then teacher-student.
Timings: 15 minutes.
1. Warm-up (5 minutes):
o Review basic present tense verbs (e.g., "eat", "sleep", "play") by asking students to mime actions and elicit the
corresponding verbs.
o Write the verbs on the board in present tense.
2. Contextualization (5 minutes):
o Show a picture of yourself doing an activity from yesterday (e.g., "Yesterday, I was at the beach") and elicit what
you were doing.
o Introduce the phrase "Yesterday, I ___" and model several sentences using flashcards (e.g., "Yesterday, I played
soccer", "Yesterday, I ate ice cream").
3. Controlled Practice (5 minutes):
o Chorus Drill: Students repeat sentences after the teacher (e.g., "Yesterday, I ate.", "Yesterday, I slept.").
o Question and Answer: Teacher points to a picture and asks, "What did you do yesterday?" Students respond,
"Yesterday, I (verb)."
Practice Stage (20 minutes)
Purpose of Procedure: To practice the past simple tense in a controlled way, focusing on accuracy.
Interaction Pattern: Pair and group work.
Timings: 20 minutes.
1. Sentence Building (10 minutes):
o Divide students into pairs. Give each pair a set of flashcards with verbs and have them create sentences using
"Yesterday, I ___" by matching pictures and writing sentences on paper.
2. Matching Game (5 minutes):
o Create a set of cards with actions and corresponding verbs in the past tense. Students match the pairs in pairs or
small groups.
3. "Find Someone Who" (5 minutes):
o Students walk around the room asking questions like "Find someone who played a sport yesterday" and record
answers on a sheet of paper.
Production Stage (20 minutes)
Purpose of Procedure: To use the past simple tense creatively and fluently in a real-world context.
Interaction Pattern: Pair and group work.
Timings: 20 minutes.
1. Storytelling (10 minutes):
o In pairs, students take turns creating a short story about their "yesterday" using the past simple tense, building on
each other's sentences by making use of the ‘Story Telling Prompts’ that they will pull out from the jar filled with
interesting prompts.
2. Role-play (5 minutes):
o Students role-play a conversation between two friends discussing what they did the previous day, using open-
ended questions like "What did you do yesterday?", which they will pull out from the ‘Role-Play Prompts’ jar.
3. Open Discussion (5 minutes):
o Ask students to share something interesting they did yesterday, encouraging full sentences and natural language
use.
4. Remaining Minutes (5 minutes)
o This time can be used to reflect on any areas within the lesson a student was noticeably having a problem with and to
use that time however necessary in order to ensure the student understands what has been covered in today’s lesson.
Important Considerations:
Visual Aids: Use pictures, flashcards, and realia to support understanding, especially for beginner learners.
Error Correction: Focus on key errors and provide clear feedback, using positive reinforcement and re-phrasing techniques.
Differentiation: Adjust the complexity of activities based on student level, providing extra support where needed.