План-конспект урока "Простое прошедшее время (утвердительная форма)"

Description of grammar structure/function: form, meaning and pronunciation	Past simple (affirmative) Form: Subject + Ved/V2 Meaning: to describe an action which happen at a definite moment in the past (context Ex. 2) Pronunciation: For regular verbs, there are three possible pronunciations of -ed endings. /d/ /t/ /ɪd/ after all vowel sounds and after voiced consonants (except /d/) /m/ /n/ /ŋ/ /l/ /g/ /dʒ/ /z/ /b/ /v/ after all voiceless consonants (except /t/)/k/ /p/ /f/ /s/ /ʃ/ /tʃ/ after /d/ and /t/ For irregular verbs, there are no spelling rules. The structure  is taken from Solutions 3rd edition Pre-Intermediate, Student’s Book p.10.
Reason for choosing the grammar structure/function	- The text is up-to-date and engaging and link to the topic of the unit Feelings, which we studied over several previous lessons. The text recycles the main grammar (past simple: affirmative) and vocabulary points from the unit. - To practice in right pronunciation and grammar.
Class	Number of learners	15	Level	A2	Age	12-13
Aim for learners	Learners will be able to use the past simple affirmative correctly. Learners will be able to describe how they felt in different situations.

Board Plan

Past Simple (affirmative) Alex Toth won $13 million in 1990.                    PAST                    NOW                 FUTURE                           1990           11.05.2022 Subject + Ved/V2 Pronunciation Regular verbs: a) + -ed      work -> worked b) 1) -n -> -nned:   plan -> planned 2) -y -> -ied:      study -> studied     3) + -d               dance -> danced -ed /d/ /t/ /ɪd/ planned lived worked looked started visited Irregular verbs: buy - bought   choose - chose go - went  take - took begin - began    leave - left bought /bɔ:t/ chose /ʧəʊz/ to be: I/he/she/it -> was you/we/they ->were /wɒz/ /wɜː/

Lesson plan

Stage/Task	Aim	Procedure
LEAD-IN	to refresh the necessary vocabulary in memory	- Imagine you have won the lottery. How do you feel about it? What do you want to do with your money? Elicit a few responses from the class. Exercise 1 page 10 • Ask Sts to discuss the questions in groups: - Is there a lottery in your country? Do you think it’s a good idea to buy tickets? Why/Why not? Elicit a few answers, e.g. Lottery tickets are a waste of money because you never win anything. A lottery ticket is a chance of a better life.
Presenting new language in context	- to provide practice in reading for gist - to introduce the past simple in the context of an article about the lottery	Exercise 2 page 10 • Tell students to read an article about the lottery quickly and find out: - Why is it sometimes unlucky to win the lottery? and elicit ideas. - Is the article about the events now? Today? Or in the past? What verbs can we see? What is different about the verbs? - They’re in the past.
Elicitation of function and structure	to help learners understand the grammar structure/function	Elicitation of function and structure through concept questions and use of time line. Teacher writes an example sentence (Alex Toth  won $13 million in 1990.) and draws a timeline on the board, marks “NOW”, “PAST”, “FUTURE” and asks “What date is it today? What year is it now?” Then T adds “2022” after Sts have answered. CCQ1: Does Alex win $13 million now? No CCQ2: Do you know when it happened? in 1990 CCQ3: Is the action finished? Yes - When do we use the past simple? (to describe events that started and finished in the past) · Elicitation the form of verbs in the past simple (regular and irregular). Exercise 3 page 10 • Go through the Learn this! Box with Sts together. The affirmative form of the past simple is the same for all persons, singular and plural (I, you, he, they, we, etc.).   T says that now she’s going to explain the rules for verbs in the past simple, focuses Sts’ attention on the white board adds the headline “past simple affirmative”, the form and explains that the past simple form of regular verbs ends like this: a) We form the past simple form of regular verbs by adding -ed to the infinitive (work - worked). b)There are some rules about spelling changes: 1) In regular one-syllable verbs with a single vowel followed by a consonant, we double the final consonant and add    -ed: plan - planned, stop - stopped, e.g. He stopped working. 2) If the verb ends in a consonant + -y, we change -y to -i and add -ed, e.g. study – studied, cry – cried. 3) If the verb already ends in -e, we add -d, e.g. dance - danced. 4) There are three possible pronunciations of -ed endings. While explaining T adds phonetic symbols to the table on the white board and lets Sts repeat the pronunciation of each category after her. - /d/:after all vowel sounds and after voiced consonants (except /d/) e.g. planned, lived; - /t/:after all voiceless consonants (except /t/ /k/ /p/ /f/ /s/ /ʃ/ /tʃ/ e.g. worked, looked; - /ɪd/:after /d/ and /t/ e.g. started, visited. Drill choral (3X)/Individual (2X)/Choral (1X) c) Some verbs have irregular past simple forms. There are no spelling rules for these forms; you need to learn them by heart. (With irregular verbs, the verb changes into a different form. We do not use -ed.) Here are some examples of irregular verbs: listen and repeat (buy - bought, choose - chose, go - went, take - took, begin - began, leave - left). Drill choral (3X)/Individual (2X)/Choral (1X) d) The past simple of the verb be has two forms, singular and plural. We use: I/he/she/it -> was               you/we/they -> were • Ask students to find more examples for rules a-d in the article, e.g. Students read the text in exercise 2 again and find the past simple verbs. They then match the verbs with the rules. • Check answers as a class. Sts practise pronunciation repeating the verbs of each category after T. a) returned, looked b) studied, compared, stopped c) bought, chose, won, felt, gave, found, spent, had d) were, was
Practice activity	to provide practice of the grammar structure/function	Controlled practice: To provide Sts with practice in forming past simple verb forms (regular/irregular/be) ·         T lets Sts complete the exercise alone and asks them to pair up to compare their answers and monitor their performance walking around in the classroom. - Open your books at page 124, Ex.1. Write the past simple form of verbs 1-20. Verbs 1-10 are regular and verbs 11-20 are irregular. - Ex.2. Write the correct past simple affirmative form of the verb be. ·         After Sts have completed the exercise check the answers in class. - Let's get back to page 10. Exercise 7 page 10 - Read the instructions together and make sure Sts understand what they have to do.  - Complete the sentences with the adjectives below and the past simple form of the verbs in brackets. (With a weaker class, ask students to write the verbs and then go through the sentences together to add the correct adjectives.) • Check answers as a class. To provide Sts with freer practice in speaking about past events using the past simple T uses personalization and explains the instructions for the activity: Exercise 8 page 10 • Ask students to think about situations in their lives when they experienced the feelings. Sts work in small groups. They take turns to tell each other about the situations. Remind them to use past simple,   give them a chance to add language they already know and makes the target language more personal to them. • Monitor the activity, provide help and check pronunciation and grammar.
Error correction/ Feedback	to provide learners with feedback on their language use	Teacher gives the learners feedback on how well they used the target language. Teacher provides information about right and wrong answers, good language use and errors, and encourages the sharing of ideas - to highlight what they do well and to show them where they can improve.