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GENERAL ENGLISH · PRACTICAL ENGLISH · ELEMENTARY (A1-A2)

WEEKENDS

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1 Warm up
Everyone likes to have a great time on the weekends! Which three of these activities do you enjoy
the most?

• buy new shoes or clothes

• eat pizza
• get up late
• go clubbing
• go to a restaurant
• meet friends
• read a book
• watch a film

Can you think of any other weekend activities?

2 Listening
It’s Monday and Claire and Patrick are talking about last weekend. Listen to their conversation and
decide who did each activity: Claire, Patrick, or both.

1. buy new shoes or clothes

2. eat pizza
3. get up late
4. meet friends
5. read a book
6. watch a film

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Listen again and choose the correct option to complete the sentences.

1. Claire’s new shoes cost $17 / $70.

2. Claire and her friends saw an American / English movie.
3. Claire took a taxi / the bus home.
4. On Sunday, Patrick got up at 12 / 11 o’clock.
5. Patrick felt better after he drank some tea / coffee.

3 Language point

Study these sentences.

Well, on Saturday I bought these new shoes. They cost $70.

In the evening, I met my friends Nicole and Kate to go to the

movie theater.

We use the past simple to talk about finished actions in the past.

Regular verbs form the past simple by adding -ed/d.

However, some common verbs are irregular, and you need to

learn their past simple forms.

For example, bought is the past simple of buy, cost is the past
simple of cost, and met is the past simple of meet.

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Use the transcript to find the irregular past simple forms of these verbs to complete this table.

base form irregular past simple form

buy bought

cost cost

do did

drink

drive

eat

feel

get up

go

have

meet met

read

see

take

1. Which two verbs have exactly the same form in the base form and the past?
2. Which verb changes its form the most?

Work in pairs to test each other on the irregular past simple forms.

We form questions and negatives for irregular verbs in the same way as for regular verbs:

What movie did you see? / Did you have a good time? / How did you feel?

But I was tired, so I didn’t go with them. / No, I didn’t drive. / Well, I didn’t feel great.

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4 Practice

Claire and Patrick both had a great weekend, but their friend Sue had a terrible weekend. Complete
the sentences about Sue’s weekend with the correct past simple verbs from the box.

buy drink cost take drive see x 2

feel get x 2 have go eat

1 2
Sue shopping on Saturday. She a new coat. It
3 4 5
$200. But when she home, she that
6
the zipper was broken. So she the coat back to the shop. On Saturday
7
night, Sue a scary movie on TV. She didn’t sleep well. She
8 9
up late and then she too much coffee. She
10 11
terrible. Then she to the next town. She
12
a date with her boyfriend for lunch. But he was late, so she
13
alone.

What do you think was the worst thing about Sue’s weekend?

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5 Speaking

Weekends can be great, terrible, or crazy. Look at the examples in the table below and then read the
dialogue.

verb a great weekend a terrible weekend a crazy weekend

buy

cost

eat I ate 20 doughnuts.

feel

get up

go I went to the movie

theater with my
friends.

meet

read

see I saw a pink horse.

take

Student A: I saw a pink horse.

Student B: Really? I think you had a crazy weekend.
Student A: That’s right. I ate ten doughnuts.
Student B: That’s a lot of doughnuts. I think you had a terrible weekend. Did you feel sick?
Student A: Yes, I felt very sick. Next one - I went to the movie theater with my friends.
Student B: You had a great weekend!

Write sentences in eight boxes in the table or on another piece of paper. You can choose which past
simple verbs to use and which kinds of weekend to write about. Then work in pairs, as in the example.
Take turns to read your sentences to your partner, and they can ask guess what kind of weekend you
had and ask questions.

Remember three things your partner did and tell the class.

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6 Extra practice / homework

Read the story about Albert’s crazy weekend and choose the correct form of the verb to complete
the sentences.

1. Albert had a crazy weekend. He 1 drove / drave / droves to the beach in a yellow and
pink car.
2 3
2. At the beach, he mit / met / meeted Elvis Presley, and they sew / seed / saw a
dinosaur!
3. Albert and Elvis 4 want / goed / went to the gym together and 5 doed / did / had some
yoga.
4. After the class, they 6 felt / feel / fell great, so they 7 haved / had / has an ice cream cone
on the beach.
5. In fact, Albert 8 ated / eated / ate two ice cream cones.
6. Then Albert 9 toke / tooked / took a taxi home. When he got up the next morning, he
said, "What a crazy weekend. Or was it a dream?"

7 Optional extension

These two irregular verbs look and sound similar:

base form past simple

fall: a sudden movement down fell

feel: experience something emotionally or felt

physically

Complete the gaps with a present or past form of one of these verbs.

1. Yesterday my aunt down the stairs, so we took her to the hospital.

2. When my sister went to college, she really homesick. She missed our family and
our dog.
3. Be careful! If you don’t use your hands when you ride your bicycle, you off.
4. I sleepy - I’m going to bed. Good night!
5. After I learned all the irregular verbs, I really proud of myself.
6. It’s very cold today, and there’s lots of snow. Don’t over in the street!

Practice saying the sentences out loud. Pronounce the verb forms clearly.

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Transcripts

2. Listening

Patrick: So, what did you do over the weekend?

Claire: Well, on Saturday I bought these new shoes. Do you like them?

Patrick: They’re very nice. How much did they cost?

Claire: They cost $70.

Patrick: And what did you do in the evening?

Claire: In the evening, I met my friends, Nicole and Kate, to go to the movie theater.

Patrick: What movie did you see?

Claire: We saw that new English movie about David Bowie. After that, my friends went clubbing.
But I was tired, so I didn’t go with them. I took a taxi home and read a book. And you? What
did you do?

Patrick: I went to an Italian restaurant with my friends. We ate a lot of pizza!

Claire: Did you have a good time?

Patrick: Yes, we did. In fact, we had a great time!

Claire: How did you get home? Did you drive?

Patrick: No, I didn’t drive. My friend has a car, so he drove me home.

Claire: So, what time did you get up on Sunday?

Patrick: I got up very late on Sunday, about midday.

Claire: How did you feel?

Patrick: Well, I didn’t feel great. I felt really tired, but then I drank some coffee, and I felt better.

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Key

1. Warm up

5 mins.
Call attention to the phrase have a great time, the instructions and all the options. Show students the header image
to explain go clubbing. Ask students to choose their three favorite weekend activities and then compare answers
with a partner. Conduct a quick round-up of answers by asking a couple of students how their choices were the
same as or different from their partner’s choices. Then pose the follow-up questions and nominate students to
answer - accept any reasonable response. Aim for 3-5 more ideas.

2. Listening

10 mins.
Students will listen to the recording twice. The first time, they listen for main idea - explain the context and go
over the instructions. Play the recording and check answers. If students need to listen again, that’s fine. Then
students listen for detail and choose the best option to complete the sentences. Set the task and give them a
minute to recall the missing words if they can. Then play the recording and check answers.
1. Claire 2. Patrick 3. Patrick 4. both 5. Claire 6. Claire

Listening - sentences:
1. $70 2. English 3. a taxi 4. 12 5. coffee

3. Language point

10 mins.
Students have already covered forms and uses of the past simple for regular verbs in a previous lesson in the
course plan. In this lesson, they are introduced to the past simple of some common irregular verbs. Go through
the examples and explanation with students. It’s a good idea to drill students with the word irregular so they can
use this when they are talking about grammar. Students can then use the transcript to find the irregular past
simple forms to complete the table.
Check answers and drill pronunciation of all the forms. Pose the follow-up questions to help students notice
some interesting forms (and the pronunciation of read). Make students aware that they need to memorize all the
irregular past simple forms. They can make a start on this by testing each other in pairs: have one student read
the base form to their partner, who can respond with the irregular past simple. They can change roles after doing
5 of the verbs. Finally, go over the information about negative and question forms - students will be pleased to
know that these are the same as for regular verbs.
1. drank
2. drove
3. ate
4. felt
5. got up
6. went
7. had
8. read
9. saw

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10. took

Questions:
1. Cost and read; note that for read the vowel sound changes from /ri:d/ to /red/.
2. Go and went are the most different from each other.

4. Practice

10 mins.
Go over the introduction to the activity. Do the first gap fill with the class to make sure they know that they are
both choosing the correct verb and putting it into the past simple. Elicit/explain the meaning of the zipper was
broken. Students can work alone and then check answers in pairs. Check answers with the whole class and pose
the follow-up question to round off the activity.
1. went
2. bought
3. cost
4. got
5. saw
6. took
7. saw
8. got
9. drank
10. felt
11. drove
12. had
13. ate

5. Speaking

13 mins.
In this stage, students will activate the vocabulary and grammar from the lesson in a speaking activity. Go over the
introduction, the table with examples, and the dialogue. Make sure students understand the aim of the activity is
to practice irregular past simple forms and that they need to use their imagination!
Students can work alone for ~5 minutes to write eight sentences in any box they wish or on a separate piece of
paper. Then place students in pairs to take turns sharing their sentences and identify the type of weekend each
sentence relates to. Make sure students do not show each other their sentences - this is a speaking and listening
activity. It can be helpful to remind students to say "Sorry?" or "Pardon?" if they didn’t understand the sentence
they heard and would like their partner to repeat it.
Round up the activity by asking students to remember three things their partner did. They can report this information
to the class in a full sentence, or they can write the sentences for you to check.

6. Extra practice / homework

2 mins to explain.
These exercises can be assigned for homework or used instead of the speaking activity if the class needs more
support. If you use these for homework, make sure that you check the exercises in a future class, or collect them
from students and grade them yourself outside class. If you prefer, you can make the answers available to students,
and they can check their own answers.

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1. drove
2. met
3. saw
4. went
5. did
6. felt
7. had
8. ate
9. took

7. Optional extension

10 mins.
These exercises are designed as a cooler activity if you have time in your lesson. In this activity, students differentiate
between two commonly confused verbs in both present and past contexts. Go over the information, drilling all four
verb forms, and give students a couple of minutes to complete the sentences. Check answers and give students
a couple of minutes to practice reading the sentences out loud.
a. fell b. felt c. fall d. feel e. felt f. fall

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