1. Topic-
2. Content-
shopping, cinema, restaurant, ice skating, swimming, walking,gym, homework,

use of past simple regular/irregular verbs
3. Goals: Aims/Outcomes-

To revise the use of the past simple when talking about completed events.
To use guided discovery and a range of techniques to teach the past simple.
4. Objectives-
By the end of the lesson learners will be:
a) able to use the past simple when talking about past events.
b) able to distinguish between regular and irregular past simple verbs.
c) use a range of vocabulary to discuss what activities they do on the weekend.
5. Materials and Aids-
Pictures of weekend activities,
word search of irregular past tense verbs, PPT - how to form the past simple, game - find someone who...
6. Procedures/Methods-

A. Introduction-

1. Pictures posted around the room showing different activities.
2. Each group given 2 balloons to pop. Inside they will find an activity. They must match the activity with the correct picture.
(8 minutes)

B. Development-

1. Tr. elicits subject from class of today's lesson.
2. Ss listen to people talking about their weekend.
2. To work individually to answer questions about what they heard.
3. To check answers in pairs and post answers on the board using post it notes provided.
4. Teacher to elicit tense that is being used and do a quick recap PPT of the use of the past simple.
(15 minutes)

C. Practice-

3 work stations, Ss in groups to complete each task.
Task 1- Sorting activity - match correct past tense verbs
Task 2 - complete the gapped transcripts talking about the weekend using the correct verb endings
Task 3 - back to back - students to ask each other about their weekends and sit back to back.
(15 minutes)

D. Independent Practice-

To write about their weekend using correct verb forms and vocabulary they have learnt.
To swap their paragraph with their partner to improve.
To put paragraphs up on wall and read each other's work.
(15 minutes)

E. Accommodations (Differentiated Instruction)-

1. Pairs/groups- balance between stronger students and less confident
2. Tasks differentiated with simpler questions for lower ability and more challenging questions for more able learners.

F. Checking for understanding-

1. Use of CCQs
2. Evaluate outcome of each lesson stage and alter pace or content or offer more explanation or clarification if required.
3. Evaluate student's work at each stage and offer positive feedback and note main errors to highlight in plenary.

G. Closure-

Spot the Mistake- Tr. writes up sentences from ss work and asks for them to self-correct using their whiteboards.
7. Evaluation-
1. Are students able to work through the tasks without any difficulty?
2. Are students able to speak and write about their weekend using the past simple.

This Lesson Plan is available at (www.teacherjet.com)