Name: Rusiru Kalpagee Chitrasena Date: 27-04-2014 TP No1 Time: Approx. 40 mins Level: Elementary

Lesson Focus: Skills (Reading) and Language (Grammar) New Cutting-Edge Elementary pp. 62-63

Main Aim: To practice the use of regular and irregular past verb forms using a reading text

Objectives:By the end of this lesson, students should be able to:

- skim a text for gist- scan a text for specific information and target language- identify regular and irregular past verb forms in texts- use regular and irregular past tense verbs in writing

Personal Aims: To make a successful text based language presentation using the PPP approach To analyse language for teaching To adjust my own language according to the level of the students To give clear instructions in simple language To manage time and the classroom effectively To reduce TTT during the lesson

Assumptions: Students may already know about regular and irregular past verbs although they may not have analysed them.

Anticipated Problems:

Hangman might take more time than expected. Put one or two letters initially on the board rather than giving eight blank spaces.

Language Analysis will take more times because there are some exceptions to the general rule on regular verbs

Leave out pronunciation if time is not enough..

The rule about regular verbs ending with consonant+vowel+ consonant is complicated. Doubling of the consonant, which is mentioned in the grammar reference section, happens only when the verb is monosyllabic. However, it happens in a two syllable verbs only when the second syllable is stressed. E.g. preferred or admit. Yet it does not happen in visit or offer.

Leave this rule to be covered later. The TB asks to focus exclusively on:- For most verbs we add –ed.- For verbs ending in -e, only –d is added.- For verbs ending in consonant+ y we cut y and add –ied.

Students may need more time to practice. Do the first example on the board. Demonstration is more valuable than 100 instructions.

Language Analysis:

Language Items Meaning Form Pronunciation

CELTA Lesson Plan 01 1 |

Subject + Past Verb

Regular Verbs:inventedworkedlovedstudiedgraduateddecided

Irregular Verbs:hadwentleftbecamemadegotwrote

We use the past tense to talk about past events and states.

Most regular verbsRule:Verb+ ed

Invent → inventedwork → worked

Regular verbs thatend in –eRule:Verb + d

graduate→ graduateddecide → decidedlove → loved

Regular verbs thatend in consonant + yRule:Cut -y and add-ied

study→ studied

Monosyllabic a Regular verbs /Two syllable verbs with stress on the second syllable that end in vowel+ consonantRule: doubling the final consonant

T

Stop→ stoppedPlan→ plannedban→ banned

prefer→ preferredadmit → admitted

Irregular verbs (No rule)

Had, went, left, becameMade, got, wrote

-ed is pronounced /t] when the final sound of the base form is a voiceless sound. e.g. [wɜːkt]

-ed is pronounced /d/ when the final sound of the base form is voiced. e.g. [ lʌvd]

-ed is pronounced as [əd] or [ ɪd] or when the final sound is [t] or [d]. e.g.

[ɪnˈventɪd] / ɪnˈventəd][ˈniːdɪd] / ˈniːdɪd]

Stress:inv̊entedworkedloved̊̊studied̊̊graduated̊̊decidedhad̊̊wentleft̊̊became̊̊madegotwrote

Material:

Photocopied Hand out from Cunningham and Moors (2005). New Cutting Edge-Elementary. Essex: Pearson Longman, pp. 62-63 and pp. 149 and 154.

Extra hand out prepared by teacher on regular and irregular verbs

CELTA Lesson Plan 01 2 |

Transparencies and OHP(optional)

Whiteboard and Markers

Stage & Aims Time Inter-action

Procedure Tutor Comments

Warmer: To generate

interest in the topic, i.e. internet.

3 min T/Ss Hangman: Play Hangman using the word, “internet”.

T tells the Ss that he has a word in your mind which they have to guess. T draws a row of dashes on the w/b to represent the word and asks the

Ss to suggest letters. Ss suggest letters. When Ss suggest a correct letter, T fills it in. When Ss suggest a wrong letter, T draws a part of the man on the

gallows. T elicits the word, internet from students T tells the Ss that they are going to read a text about the internet

Reading Task 1: Skimming To check whether

the students got the gist of the text.

2 mins

T/SsSs/Ss

An ordinary life…an amazing idea: Tim Berners Lee

T tells the Ss that they are going to read an article of Tim-Berners Lee. T distributes the photocopied hand-out and asks the Ss to quickly skim

the article for gist. T gives a strict time limit (30 seconds). Ss read the article and answer R.1. T asks the Ss to tell their partners what the text is about. T checks whether the students understand the gist.

Reading Task 2: Scanning To check whether

the students understood specifics of the

3 mins

T/S(PW)

An ordinary life…an amazing idea: Tim Berners Lee

T asks the students to complete the fact-file at the bottom of the text using information from the text.

T asks them to first look at the fact file and then read the text for

CELTA Lesson Plan 01 3 |

text. specific information.

Ss read the text and completes the timelines.

T asks Ss to check answers with a partner.

T monitors S to see whether they got the correct answers.

Teacher nominates the student who should answer each section.

T discloses the answers on an OHP and asks students to check.Focus on target language 1

To help students find examples of regular and irregular verbs in the text

4 mins

T/SSS/SS (PW)

Language focus 2.1: Life now vs. Life in the past

T asks the students, in pairs to find two sentences about Tim’s life now.

Ask the students, in pairs, to find four sentences about his life in the past.

Ss find the sentences and mark them.

T elicits sentences.

Ss reads out the sentences from the text.

T displays the sentences on the board using OHP.

Focus on target language 2: To help students

find more examples of target language in the text

To ensure that the context is set clear.

04 mins

T/S Languages focus 2.2. Regular and Irregular verbs

T asks students to underline the verbs in the past sentences.

T gets the students to help him underline the verbs on the board.

Language Analysis :

12-15mins

T/S Past simple: regular and irregular verbs

Focus on Form:

CELTA Lesson Plan 01 4 |

To highlight and clarify issues related to the target language vis-à-vis form and function

How do we form the past simple of regular verbs?

T uses 1.a. in the Grammar Box to elicit the past form of regular verbs.T gives an extra hand out where students have enough space to write the past forms they find.Ss complete the table.Teacher asks students how to form the past simple of regular verbs.T uses the OHP to display the following charts on the board and matches the examples with the correct pattern and rule with the help of the Ss. (Get the answers from students as much as possible.)

Ss matches examples with correct patterns and rules.

Verb Pattern RuleInvent → invented Verb ends in –e Verb + edLove → Loved Verb ends in consonant+

yVerb+ d

Study→ Studied General pattern Change y to iedFocus on Form:

How do we form the past simple of regular verbs?

T uses 1.b. in the Grammar Box to elicit the past form of irregular verbs.How do we form the past form of irregular verbs? Is there a pattern?

T checks understanding by asking Ss to classify the verbs in a given list based on the spelling rules. To save time, teacher does it with the students.

CELTA Lesson Plan 01 5 |

Focus on Meaning: T elicits the meaning from the students. (I.e. the use of the past tense to talk about past life events). T checks understanding using a time line and CCQs.

Are these actions in the past?Are the actions finished?Is there any connection with the present?Is he going to invent the internet in the past?

T gives a written record on the formation of past sentences.

Controlled Practice 1 :

05 mins

T-Ss Practice Activity 1: T asks the students to do practice activity 1. T does the first example on the board T asks the students to write the others individually. (Ask them not to

look at the text but to use their memory.) Ss complete the activity. T monitors how the students do the activity.

Feedback: 04 mins

S-S (pw)T-S

After they finish, T asks them check answers with a partner. After they finish, display the answers on the OHP/projector. If there

is enough time, go through them one by one.

CELTA Lesson Plan 01 6 |

Verbs

inventedworkedlovedstudiedgraduateddecidedhadwentleftbecamemadegotwrote

Most regular verbs

Rule:Verb+ ed

Regular verbs thatend in –e

Rule:Verb + d

l

Regular verbs thatend in consonant + y

Rule:

Cut -y and add-iedStudy →Studied

Irregular Verbs

No pattern

work → worked

marry →married

Give them the photocopied verb list for reference.

CELTA Lesson Plan 01 7 |