3.1.1.

FINAL ASSIGNMENT - LESSON PLAN FORMAT

Name: HANNA POPAZ
Date: 13.11.23
Lesson Focus: FOCUS ON GRAMMAR, READING AND SPEAKING
Level: A2-B1
Age group: ADULTS – GENERAL ENGLISH
No of students 16 ADULTS
Length: 75 MINUTES

Lesson Objective: BY THE END OF THE LESSON STUDENTS WILL BE ABLE TO TALK ABOUT PAST ACTIONS USING
REGULAR/IRREGULAR VERBS PROPERLY.

Materials: 1. Student’s book “English File, Pre-Intermediate, 4-th ed. Unit 2A, pp. 14-15.
2. Poster on Past Simple.
3. 16 copies, so they don't damage their books by writing.
4. Audios 2.4 and 2.5.
5. Workbook “ENGLISH FILE, PRE-INTERMEDIATE, 4-TH ED. UNIT 2A, PP. 12-13.

STAGE/ STAGE OBJECTIVE TEACHER’S ACTIONS STUDENTS’ ACTIONS T/S RATIO ANY COMMENTS YOU WISH TO
TIMING & MAKE TO CLARIFY OR JUSTIFY
INTERACTIO WHY OR HOW YOU ARE
N CHOOSING TO DO THIS
PARTICULAR STAGE.
WARM UP Activate vocabulary on Divide students into 4 teams giving them Students give answers to the 40/60 This stage is important as
the topic of holidays some sheets of paper with different questions in separate groups students drill holiday
12 MINUTES that will be using questions for discussions. These questions taking some notes. After that, theme and practice their
during the lesson are also written on the board by a teacher. one person from each group speaking skills proving the
paying attention to E.g. 1. Can we travel without passport? If presents the information. ideas.
some key words as: yes, then where? If no, then why? 2. Do you
passport, tickets, usually book tickets in advance? If yes, then
money and phone. why? If no, why not?
3. Is it possible to travel without money?
Are you aware of some ways of doing this?
Share your knowledge or experience. 4.
Why do we need phone while travelling?

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 Prove your opinion.

Give students about 5 minute for

preparation and 10 for presentation of their
answers.

Teacher monitors the groups’ work giving

students necessary prompts if needed
paying attention to the typical mistakes in
order to correct them at further lessons.
While listening to their presentations, the
teacher comments on them.
The created atmosphere at the lesson
should be rather positive and relaxed.
INTRODUCTIO Introduce today’s Draw students’ attention to the objective Students read from the board 100/0
N subject matter. on the board and tell them: “BY THE END and listen to the teacher.
OF THE LESSON YOU WILL BE ABLE TO TALK
1 MINUTES ABOUT PAST ACTIONS USING
REGULAR/IRREGULAR VERBS PROPERLY”.
PRESENTATIO Begin with previous Teacher asks students to respond to some Students respond to the 40/60
N knowledge and revise of his/her questions. For instance: “I am a questions.
the Present Simple teacher. I live in Ukraine. I like travelling
15 MINUTES Tense. very much. Usually, I travel several times a
year. And where do you live? Do you like
travelling? How many times a year do you
usually travel around your country or
abroad?
The Simple Past
presentation Teacher: “We use the past simple tense to Students listen to the teacher
show that a completed action took place at attentively and make some notes.
a specific time in the past. This tense is also
used to talk about past habits and
generalizations. Common time expressions
include yesterday, last month, three days
ago, the day before yesterday, in 2017….
(teacher writes the time phrases on the
board).
Students look at the board and
Teacher presents the structure of make some notes. Then, they

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 affirmative, negative sentences and answer the teacher’s question.
questions writing down
The examples on the board.

+ You travelled a lot last year.

-You didn’t travel a lot last year.

? or –
No, I didn’t. I was so busy.
Teacher pays students attention to the
infinitive in the question and negative
sentence as well as points out the auxiliary
verb did. Then, teacher may ask some
Present some students this question.
common
regular/irregular Students listen to the teacher’s
verbs. Teacher explains that verbs in the past are pronunciation of the verbs first.
divided into regular and irregular. To Then, reread the words properly.
regular verbs we add –ed or –d ending.
Irregular verbs have their own forms.
The table is written down on the board.
Climb - climbed Go - went
Want- wanted Be- Was/were
Decide- decided Take - Took
Start - started Have – Had
Visit- visited Can- Could
Meet- Met
Sit- Sat
Get -Got
See- Saw
Think- thought
Say- said
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 Spend -spent
Feel - felt

Students express their ideas in

Teacher gives students copies from the turns.
Present the current course book so they don’t damage their
topic by using books (pages 14-15).
brainstorming.

Teacher asks the students to read the title

and the introduction to a story.
Which of the four things do you think is the
worst to lose when you're on holiday? (task
a, page 14).

PRACTICE Students practise as Students work individually 20/80

much as possible in
40 MINUTES grammar, reading and Teacher: “Read the story sent by a reader Students skim through the text
speaking. to an online magazine. What did Stuart searching for the answers. Then,
lose? Did he find it?” (task b, page 14). they are welcome to present the
information.

Teacher: “Read the story again. Then cover Students read the text attentively,
it and correct the bold information” (task c, complete the task.
page 14).

Teacher: ”Have you ever lost anything Volunteers answer to the teachers
important on holiday? questions.
What was it? What happened?” (task f,
page 14).

Students work individually then in pairs

correct the mistakes

Teacher: “Write the past simple form of Students do the assignments in

these verbs. Are they regular or irregular? written form. After completing it,
Complete the assignment on your own. they correct the mistakes in pairs.
Then exchange the tasks with your partner

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 and correct the mistakes using the Stuart’s
story” (task a, page 15).

Teacher: “Complete the negative verbs. Do Students complete the task in

the assignment on your own. Then written form. After that, they
exchange the tasks with your partner and correct the mistakes in pairs.
correct the mistakes according to the
Stuart’s story” (task b, page 15).

Teacher: “So, how do you make negative Volunteers express the opinions
sentences and questions in the past with some examples.
simple ...?”
• with was/ were
• with could
• with other verbs

Interactive task Students follow the link and

Teacher: “Follow the link and choose the complete the task individually or in
correct variant to fill in the gaps in each of pairs using their gadgets or
the 10 sentences” (the link computers.
https://wordwall.net/ru/resource/1347136
7/ef-pre-inter/english-file-pre-inter-2a ).
The screenshot of the results may
be sent to the class group in viber,
for example.
Pronunciation

Teacher: “Listen and repeat the sounds and Students listen to the task. Then,
sentences paying attention to the pronounce the sounds and
pronunciation of –ed ending” (task b, page sentences in turns.
15; audio 2.4)
Students answer one by one.
Teacher: “Say the past simple of these
verbs. In which ones is -ed pronounced
/id/? (task c, page 15). Then, listen and check their
Teacher: “Now listen and check” (audio 2.5) answers.

Speaking in pairs

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 Teacher: “Look at Your last holiday. What Students create the questions.
are the questions?” (task c, page 14)
Teacher: “Now, ask your partner about his/ Students work in pairs asking and
her last holiday. Show interest in what he / answering the questions.
she says, and try to ask more questions.
Then swap roles”.

EVALUATION Make sure every Check some answers to the question they just Students answer the teacher’s 50/50
students gives a used. questions.
5 MINUTES proper answer,
understanding and Any problems that arise at this stage is
vocal production of corrected and drilled as a class so that the
sounds based on the students speak the target language correctly.
grammar objective:
”regular/irregular Note if any of them stray back to confusing
verbs”. some present and past forms of the presented
verbs or their pronunciation.
HOMEWORK Give them an activity Students are asked to complete the tasks in 100/0
for further practice. their workbooks on pages 12-13.
2 MINUTE
Teacher explains how to complete some of the
tasks (if necessary).

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 MATERIALS

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