School:

LESSON PLAN

Teacher:
Date:
Grade: 9th (L1)
Frequency: 2 hours/week - 50 minutes/hour
Book: Click on2, Express Publishing 2004
Type of lesson: Grammar Lesson- Teaching Past simple vs. Past continuous
Skills: reading, speaking, writing,
Teaching techniques: explanation, elicitation, guiding questions
Work procedure: individual work, pair-work
Materials: textbook, blackboard, hand-outs;
Interaction: T-Ss, Ss-Ss, Ss-T, S-T
Evaluation: • initial through warm-up
• Continuous through activities, observation
• Error correction
• Final through oral feedback

Objectives: By the end of the lesson the Ss will be able to:

1) Cognitive Objectives:
- describe/talk about past actions and activities past actions
- use Past Simple and Past Continuous in real instances of communication.
- make up sentences and short dialogues using the acquired grammar structures.
2) Affective Objectives:
- to create a warm atmosphere in order to offer the background for smooth, easy conversations between T. and Ss.
- to help Ss. become more confident when speaking English.
PROCEDURES
1. WARM-UP:
Aim: -to create the atmosphere proper for the lesson
Procedure: - T. checks attendance and dialogues with the students. Asks a few informal questions to make the students feel at ease: ‘How
do you feel?’, ‘Do you like the weather today?’ Ss. talk with the teacher.
Interaction: T-Ss
Skills: speaking
Timing: 3’

2. CHECKING HOMEWORK:
Aim: - to check understanding of the previous material
Procedure: T. checks if all the students have done their homework and corrects the errors they made. Ss. read their homework and
correct any possible mistakes.
Interaction: T-Ss
Skills: writing, reading
Timing: 5’

3. EVALUATION
Aim: - to raise students’ awareness in their ability to use the language
Procedure: T. evaluates the homework. (Verbal appreciation)
Interaction: T-Ss
Skills: speaking
Timing: 2’

4. LEAD-IN
Aim: - to assure a proper transition and continuity between the stages of the lesson.
- to inform Ss. about the topic of the lesson.
- to guide the Ss. to the discovery of the lesson topic in order to capture their interest.
Procedure: T. asks a S. “What did you do yesterday? Did you eat something?” The S. answers the question using a Past tense sentence
(e.g.: “I ate a cake yesterday.”) and then T. asks him/her to put it on the blackboard. in a certain place and underline the tense in the
sentence, naming it. T. asks the S.: “Where were you sitting while eating the cake?” The S. answers. “I was sitting at the table, in the
kitchen.” (The other Ss. may provide the right answer to the question if necessary.) and puts it in other specified place on the blackboard.
 T. asks the Ss. about the tense in the second sentence and the S. has to underline it and put it on the board, under the sentence and the
other Ss. in their notebooks. T. thanks the S. and introduces the topic: “This is what we are going to do today: to talk about actions
and activities in the past using Past Simple and Past Continuous Tense!”
Interaction: T-S; S-T;
Skills: speaking, writing.
Methods: discussion, questioning
Evaluation: Verbal appreciation
Teaching aids: blackboard
Class management: whole class activity
Timing: 4’

5. ACTIVITY 1
Aim: - to assure a proper transition between the moments of the lesson and thus a better comprehension of the topic for the students.
- to make a short revision of the use of Past Simple in order to use it as a starting point in teaching Past Continuous.
Procedure: T. asks the Ss. about the use of Past Simple and its formation. T. writes on the blackboard a sentence with past simple and
another one with past continuous to help Ss discriminate between uses of each tense.

Past Simple (completed action in the past)

I did my homework yesterday

I was doing my homework yesterday when I suddenly heard a

strange noise
Past Continuous

(Action in progress at a particular moment in the past)

S + TO BE + V1 + ING
An action that (at Past Simple)
interrupted an
action in progress
Interaction: T-S; S-T;
Skills: speaking, writing.
Methods: discussion, questioning
Evaluation: Verbal appreciation
Teaching aids: blackboard
Class management: whole class activity
Timing: 6’

6. ACTIVITY 2
Aim: - to consolidate their knowledge about actions used with Past Simple and Past Continuous tense
Procedure: T. asks Ss. to read out the examples on ex. 8/page 37 and to identify the tense forms. T. reads the first example & asks: When
did the action take place?, What kind of action describes the verb? T. asks Ss. to do the same with the other examples. Ss. Do the
exercise, T. checks answers.
Interaction: T-Ss; T-S; S-T;
Skills: speaking, reading.
Methods: discussion, questioning
Evaluation: Verbal appreciation
Teaching aids: blackboard
Class management: whole class activity, individual work
Timing: 3’

7. ACTIVITY 3: PRACTICE
Aim: - to consolidate the use and formation of Past Simple and Past Continuous.
Procedure: T. gives the Ss. some hand-outs and asks them to form pairs. The Ss. are told to look at the pictures from ex. 13.1 and to write
sentences using a verb in the Past Simple and another verb in the Past Continuous in 3` time. T. asks some of the Ss. to read their
productions and all the other Ss. to correct if necessary (under T. `s guidance).
Interaction: T-Ss; T-S; S-T;S-S
Skills: speaking, reading, listening, writing.
Methods: guiding questions (asking & answering),elicitation
Evaluation: Verbal appreciation
Teaching aids: hand-out
Class management: pair-work
Timing: 3’

8. ACTIVITY 4: FILL IN THE BLANKS

Aim: - to consolidate their use of the Past Simple and Past Continuous tense.
- to put the Ss. in the situation of making meaning out of.
Procedure: Ss. are told to fill in the verbs from the sentences on ex. 13.2 with Past Simple or Continuous. T. allows 3’ to do the exercises
and then checks Ss’ answers by writing them on the board while Ss read the completed sentences aloud. T. asks Ss. to justify their answers.
Interaction: T-Ss; S-T; T-S; Ss-T
Skills: reading, writing, speaking.
Methods: guiding questions (asking & answering), elicitation
Evaluation: Verbal appreciation
Teaching aids: hand-out
Class management: individual work
Timing: 5’

9. ACTIVITY 5: WRITTEN PRODUCTION

Aim: - make the Ss. use English (and the grammar structures) in a fun and creative manner.
Procedure:
- T. asks Ss. to form groups and look at the pictures in exercise 9/page 37 and to develop and write a funny short story using Past
Simple and Past Continuous and, of course, their imagination. Every single S. in the group has to come up with one idea and these
ideas have to be linked and turned into a funny short story. The Ss. are told they have 10` at their disposal.
- T. supervises the Ss. walking among the groups and helping them when and if necessary. Each group leader has to read the results
of their work, making corrections where and if necessary.
Interaction: T-Ss; Ss-Ss; Ss-T
Skills: reading, writing, speaking
Evaluation: Verbal appreciation
Teaching aids: an image from the textbook
Class management: group work
Timing: 15’
10. EVALUATION
Aims: - to increase Ss. ` self-confidence and encourage them in their study of English..
Procedure: T. assesses the results of the class and their involvement in the class development. The teacher evaluates students’ answers and
draws conclusions. T. appreciates Ss. ` activity both verbally -praising their activity- and by giving marks.
Interaction: T-Ss
Skills: speaking
Evaluation: Verbal appreciation; marks
Timing: 2’

11. HOMEWORK
Aims: - to consolidate and use the acquired grammar structures by working at home
Procedure: T. assigns the Ss. the homework: ex.11/page37. Ss. write down on their notebooks the homework they have to prepare for
the next English class.
Interaction: T-Ss
Skills: speaking, writing
Timing: 2’