Name: Hyeonseong (Daniel) Shin

Course: Grammar A
Instructor: John Moran
Date: 06/09/2015

Quarter: Spring 2015

Context:
Subject: Grammar
Student Level: Beginner / Low-Intermediate
Class size: 12 students

Age: 18-25

Objectives:
Students will be able to distinguish the regular verb form of simple past tense in the article.
Students will be able to produce affirmative and negative simple past tense sentences using
regular verbs.
Students will be able to compare the past tense with the present tense.
Students will be able to create a brief story using regular verbs of the simple past tense.
Sources:
Schoenberg, I. (2012). Focus on Grammar 1 (3rd ed., p. 208). White Plains,
NY: Pearson Longman.
Schoenberg, I. (2012). Focus on Grammar 2 (3rd ed., p. 200). White Plains,
NY: Pearson Longman.
Eckstut-Didier, S. (2011). Focus on Grammar 2 Workbook (4th ed., p. 107). White Plains,
NY: Pearson Longman.
Elbaum, S. (2010). Grammar in Context Basic (5th ed., pp. 261-263). Boston,
MA: Heinle Cengage Learning.
Materials:
Handouts (Pattern in Context, Formal Explanation, Mechanical Exercise, Meaningful Exercise,
Communicative Exercise)

1. Present the Pattern in Context (3 minutes)

T distributed first handout (Email Messages) to the class. T reads out the email messages to
the class.

2. Comprehension Check (2 minutes)

T asks some questions to make sure that Ss have understood the article.
o Who are the writers?
o What is the first email about?
o What is the second email about?
o Where is Judy?
o Where is Judy staying?

3. Identify the Pattern (3 minutes)

T puts the sentence on the board from the email messages Everyone at the party enjoyed
them. T asks Ss what the verb is in the sentence. Ss replied enjoyed. T underlines the
verb: Everyone at the party enjoyed them.

T asks Ss to find out the same type of verbs on the article and underline them.

T checks the verbs with students and puts them on the board.

T asks what they have in common and what they are called.

4. Formal Explanation (5 minutes)

T distributes the second handout (the chart for simple past tense verb form) and puts an
example on the board.
o I work hard.
o I worked hard.
T asks Ss how the two sentences are different. Ss answer that the verb form is different. T
asks Ss what the verb in the second sentence is comparing with the first sentence. Ss
answers it has ed.
T explains that the verb form of first sentence is simple present and the verb form of second
sentence is simple past. T also explain that the regular verb in the simple past form has ed.
2

T puts more sentences on the board.

o I work hard.
o She works hard.
o They work hard.
T then explains the simple past tense of regular verbs is the same for all persons showing
how these sentences can change into the simple past tense.

T explains some exceptions of spelling of the ed form: lived, studied, stayed, and shopped.

At that time, T can explain the negative form of the simple past tense (attached at the last
part of handouts) depending on the degree of students comprehension about the simple
past form.

5. Mechanical Exercise (5 minutes)

T distributes the handout (Mechanical Exercise). T then asks Ss to complete the exercises.
If T explained the negative form of the simple past tense in the previous step, T can ask Ss
to complete the mechanical exercise about negative form.

T checks the answers with Ss.

6. Functional Explanation (7 minutes)

T asks Ss What country do you live in now? Ss answer I live in America. T puts on the
board Ss answer. T asks Ss again What country did you live in three years ago? Ss
answer I lived in Korea three years ago. T puts on the board Ss answer as T did right
before.

T asks Ss What is this class? Ss answer Grammar class. T put the sentence on the
board: Ss study grammar at 5pm. T asks Ss What did you study an hour ago? Ss answer
I studied reading an hour ago. T puts the students answers on the board as T did.

T explains if there is past time markers in the sentence (e.g. yesterday, ago, last), students
need to use the simple past tense. T puts more example sentences on the board. T then asks
Ss the answers.
o I _______ at home last night. (stay)
o I _______ yesterday. (study)
3

o I ________ my friend a month ago. (visit)

o He ________ yesterday morning. (arrive)

7. Meaningful Exercise (5 minutes)

T distributes the handout (Meaningful Exercise). T does first question with Ss and then
asks Ss to complete the exercise.

T checks the answers with Ss. If Ss make errors or mistakes, T tries to elicit the correct
answers from students.

8. Communicative Exercise (20 minutes)

T asks Ss to make a group. Each group has 2-3 students. T distributes a list of verbs
(Communicative Exercise Handout) to each group. Using the regular verbs that they have
learnt today, Ss are going to create a story.

T writes a first sentence on the board (Minsu) lived in America. A student of each group
writes the first sentence on a piece of paper. T tells Ss to make sure that they need to use
the simple past form. Each student writes a unique sentence in the simple past tense using
the given regular verbs and passes the paper to the next student. Ss are asked to write
sentences as many as possible.

At the end of the activity, each group tells their story to the class.

Pattern in Context

Email Messages
Kathy,
Thanks for the delicious chocolates. Everyone at the party enjoyed them. The party was a blast*,
but we all missed you, especially Mark. He looked very lonely. :>(
Hows Boston? Hows the meeting?
Judy
*a blast: a lot of fun

Judy,
Once again, happy birthday!
Boston is terrific :)! But the meeting was a lot of work.
I arrived here late Monday night. Tuesday I worked from 7:00 in the morning until 10:00 at
night. Wednesday I started at 7:00 and didnt finish until 9:00 at night. The meeting finally ended
last night.
This morning I checked out of my hotel. Im staying with my cousin Ted for a couple of days.
Hes a really nice guy, and he has a great apartment. Id like you to meet him.
Again, Im so sorry I missed your party.
Kathy

Source: Schoenberg, I. (2012). Focus on Grammar 1 (3rd ed., p. 208). White Plains, NY: Pearson
Longman.

Formal Explanation

Source: Elbaum, S. (2010). Grammar in Context Basic (5th ed., pp. 261-263). Boston,
MA: Heinle Cengage Learning.

Formal Explanation & Mechanical Exercise (Negative Statements)

Source
: Elbaum, S. (2010). Grammar in Context Basic (5th ed., pp. 261-263). Boston, MA: Heinle Cengage
Learning.
Eckstut-Didier, S. (2011). Focus on Grammar 2 Workbook (4th ed., p. 107). White Plains, NY: Pearson
Longman.
7

Mechanical Exercise

Source: Elbaum, S. (2010). Grammar in Context Basic (5th ed., pp. 261-263). Boston, MA: Heinle
Cengage Learning.

Meaningful Exercise
Direction: Fill in the blanks using the simple present tense or the simple past tense.
1. We _________ in Washington, D.C., last Friday. (arrive)
2. I ________ the TV show after the dinner every day. (watch)
3. Yesterday afternoon we ________ around the National Zoo. (walk)
4. We ________ our grandparents house every year. (visit)
5. Some friends _________ us for dinner last night. (invite)
6. Ana _______ a cheesecake every morning. (bake)
7. An hour ago I ______ and _______ them for a wonderful evening. (call, thank)
8. He ________ English a year ago. (study)
9. My mother _______ lunch for me every day. (cook)
Source: Schoenberg, I. (2012). Focus on Grammar 2 (3rd ed., p. 200). White Plains, NY: Pearson
Longman.

Communicative Exercise
Direction: Create a unique story using these verbs. You need to use simple past tense.
Example: Minsu lived in America. He enjoyed his life in America because he liked to study
English. But, he ()
enjoy

look

work

miss

start

finish

end

check

stay

need

talk

want

ask

live

study

shop

arrive

call

answer

use

plan

stop

apply

like