LESSON PLAN WEEK 1:

TEACHER’S NAME: Mrs. Michèle DOUBOGAN (Lady Mich) DATE: September 19th – 23rd 2022
SCHOOL: …………………………. CLASS: Form 2 SIZE: ………. (Boys ……..; Girls …….)
LEARNING SITUATION N° 1: LEISURE SEQUENCE 1: HOLIDAYS
FUNCTION: Asking/giving information about the past LESSON DURATION: 30 mn
STRUCTURE: The simple past
 COMPETENCES:
- Transversal Competences (TCs)
Exploiting available information (TC1); Solving a problem (TC2); Exercising critical thinking (TC3); Exercising creative
thinking (TC4); Managing one’s learning or work to do (TC5); Working in cooperation (TC6); Demonstrating ethical (TC7);
Communicate accurately and appropriately (TC8)
- Transdisciplinary Competences (TDCs)
Affirming one’s personal and cultural identity in a constantly changing world (TDC1); Acting individually and collectively
in mutual respect and open-mindedness (TDC2); Preparing to integrate professional life into a perspective of self-realization
and integration in the society. (TDC3); Healthy lifestyles in terms of health, sexuality and safety (TDC4); Acting as an
informed consumer through the responsible use of goods and services (TDC6)
- Disciplinary Competences (DCs)
- Communicating orally in English DC1. (Speaking skill); Reacting to written on listened messages DC2. (Reading and
Listening skills); Writing texts of various types and functions DC3. (Writing skill)
 SKILLS: Listening, speaking, writing
GLOBAL OBJECTIVE: This Learning Situation aims at helping students learn to talk in general about
their leisure activities.
SPECIFIC OBJECTIVES: At the end of this lesson, students will be able to communicate orally in
English by
- distinguishing regular and irregular verbs
- conjugating them adequately in the past in the different forms
- forming the simple past to ask or give past information.
STRATEGIES: the direct instruction strategy, the indirect instruction strategy, the interactive instruction
strategy, the independent learning strategy and the experiential learning strategy.
TECHNIQUES: Brainstorming, Lockstep, Individual Work (IW), Pair Work (PW), Collective Work (CW).
MATERIALS / RESOURCES:
The study program, teaching guide, student’s book, teacher’s book, Visual aids (Video; flash cards or
Pictures)
PROCEDURE:
Warming-up (Timing: ……………..Techniques: ………………………………)
- The teacher asks learners to sing a song or initiates a game to warm the class up.
- Learners sing a song in chorus or listen to the teacher and follow instructions related to the game to
answer.
Date saying (Timing: …………….. Techniques: ………………………………)
- The teacher asks learners to say the date.
- A learner / some learners stand(s) up and say(s) the date.
Revision of the previous lesson (Timing:….............Techniques: …………)
- The teacher asks some questions or gives tasks about the previous lesson so as to review notions
quickly.
- The learners listen to the teacher’s instructions and perform the tasks.
Introduction of the new lesson
- The teacher initiates a relevant situation to give some instructions so as to introduce the new lesson.
- The students listen to the teacher.

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 STRATEGIES, EMER-
LEARNERS’ REACTIONS
STAGES TEACHER’S INSTRUCTIONS TECHNIQUES COMPE-TENCES GENCY
AND EXPECTED ANSWERS
AND TIMING PACKAGE
FUNCTION: Asking/giving information about the past
Launches the first activity and makes learners - Learners listen and repeat (in Interactive Communicating
listen and repeat the dialogue chorus, groups and individually.) instruction orally in English
Note: For places, we have one or many means of CW = 5 mn DC1. (Speaking skill)
PRESENTATION

transport: Exploiting available

Places Means of transport information (TC1)
Parakou Train/car/Bus Solving a problem
Lagos/Abidjan Bus/Car/ Plane (TC2)
Pobè Car/Taxi/Bus
Paris Plane
Aguégués Canoe
Next village On foot/bicycle
Makes the learners build similar sentences using Learners build similar dialogues the indirect Communicating
the words and expressions from the box. varying the means of transport. instruction orally in English
PRACTICE

A: Where did you spend your last strategy DC1. (Speaking skill)
holidays? independent Exploiting available
B: I was in the Aguégués. learning information (TC1)
A: How did you go there? strategy Solving a problem
B: I went there by canoe. PW = 5 mn (TC2)
Function note:
PRODUCTION

To ask and give information about the past we use

the simple past tense. To form the simple past, we
have to distinguish:
*regular verbs: dance; walk; play; study…
*irregular verbs: eat; swim; drive; take…
They are only different in the affirmative form.
STRUCTURE: THE PAST SIMPLE
INTRODUCE THE PAST SIMPLE OF REGULAR VERBS

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 Fist stapes: Interactive Exercising critical
- Give an example in Present Simple. instruction thinking (TC3)
- Lead in to past simple. Write this on the board CW = 10 mn Exercising creative
I talk to my sister everyday. thinking (TC4)
Yesterday, I talked to her. Managing one’s
- Make sure students understand when to add “d
PRESENTATION

learning or work to
– ed – ied” do (TC5)
- Make sure students understand that the past Working in
form is the same for all persons. cooperation (TC6)
- Give as many examples with regular verbs as Demonstrating
needed on the board. ethical (TC7)
I visited her. We watched TV. She cooked lunch.
We listened to music.
Second stapes
Ask students to give other examples from the text
“back from the holidays”
- Practice Past Simple of regular verbs independent
PRACTICE

Go around the class and make statements in learning

present simple, which students must change to strategy
past simple. PW = 5 mn
- Practice the different pronunciations of the –ed
past form. (See photocopy)
See worksheet (EFL picture book 5ème)
PRODUC
TION

INTRODUCE THE PAST SIMPLE OF IRREGULAR VERBS Acting individually

Fist stapes: and collectively in
- Give an example in Present Simple. mutual respect and
- Lead in to past simple. Write this on the board open-mindedness
- Give more examples with irregular verbs and (TDC2)
write each verb in its past form on the board. Healthy lifestyles in

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 I have lunch at 12 every day. terms of health,
Yesterday I had lunch at 12. sexuality and safety
Yesterday I spoke to a friend. We went to the (TDC4)
movies. We saw Eclipse. My friend ate popcorn. I
PRESENTATION

drank soda.
- Make sure students have the list of Irregular
Verbs to learn by heart.
- Make sure students understand that the past
form is the same for all persons.
- Give as many examples with irregular verbs as
needed.
Second stapes Reacting to written
Ask students to give other examples from the text on listened messages
“back from the holidays” DC2
Practice the Past Simple of irregular verbs Writing texts of
Go around the class and make statements in various types and
PRACTICE

present simple, which students must change to functions DC3

past simple. Communicating
Example: orally in English
T: I usually drink orange juice for breakfast. DC1.
S: Yesterday you drank orange juice.
See worksheet
INTRODUCE THE PAST SIMPLE – NEGATIVE FORMS
- Say, 'Yesterday I talked to John. I didn't talk to
Sarah.'
- Give more examples alternating between
affirmative and negative statements
Examples:
Sarah had lunch at 12. She didn’t have lunch at
one.
You went to the gym yesterday. You didn’t go to
the movies.
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- Do this with all persons, singular and plural.
- Write the negative form on the board.
- Then have students do the same, always
alternating between affirmative and negative
statements.
Introduce the Past Simple – Interrogative
forms
Model questions with did
- Continue with more questions from students. Example:
- Model questions with what time, where, when, T: Did you come to school
why, etc… yesterday?
- Write examples on the board. First, they ask S: Yes./No.
you, then they ask classmates, then they ask a T: Ask me!
classmate about another classmate (What did S: Did you come to school
Bobby do last night?), and so on. yesterday?
- Make sure they ask questions in all persons,
both singular and plural.
- If they are unsure as to how to ask a question,
model it for them first.
Introduce the Past Simple - Short answers
- Ask yes or no questions and teach students to
give short answers.
Students ask classmates yes or no questions, and
classmates reply with short answers.
Provide extended practice Examples:
Tell students that the best way to learn which T: Did you come to school
verbs are regular and irregular, and remember the yesterday?
past form of irregular verbs is through lots of S: Yes, I did./No, I didn’t.
practice and not necessarily memorization.
See worksheet