Enabling Objectives: Students will identify and differentiate between past simple, past continuous, and past

perfect simple at the end of this lesson.

Lesson Plan
Teacher: Fatima Aliyeva Observer: Afar Date and Time: January 21, 2025
Ibrahimov
Class Level: B1 Room: Training Room Expected no. of Students: 16
Context: Famous Cheating Moments in History
Teaching Aids: Pictures, PPT, video materials, board, marker, handouts

Terminal Objectives: For the learners to Personal Aims: To improve my instructions by asking more
demonstrate proficiency in using past ICQs; to clearly explain the difference using a timeline
simple, past continuous, and past perfect
simple in spoken and written
communication; to apply the appropriate
tense to convey different time
relationships in narratives; to create
well-structured stories using past tenses

Anticipated Problem for Students: Difficulty Anticipated Problems for the Teacher: Ensuring all students
in distinguishing between past simple, actively participate in the practice activities; clarifying
past continuous, and past perfect simple; doubts regarding the nuances of past tenses; balancing
challenges in understanding the specific time for individual and collaborative activities.
time relationship conveyed by each past
tense; limited vocabulary for expressing
nuanced actions in the past. Solution: Implementing interactive and engaging activities to
keep students involved; allocating specific time for addressing
Solution: Providing clear examples and questions about nuances of past tenses; managing time
practicing exercises focusing on each effectively by setting clear time limits for each activity.
past tense; offering explanations and
examples highlighting distinct time
relationships; encouraging the use of
dictionaries or thesauruses to expand
vocabulary related to past events
Procedure Phase Timing Interaction
Engage
1. Present 3 pictures and ask students to guess what is
common about these pictures: 2 T-S
 2. Tell the story about a cheating moment:
The incident happened over a century ago.
While the Chicago White Sox players were
participating in the 1919 World Series, they had
already made a notorious decision to intentionally lose
the games, a scheme that had been orchestrated by T-C
gamblers who had approached them with the 2
proposition. This scandal ultimately resulted in the
banning of eight players, including the renowned
'Shoeless' Joe Jackson, from professional
baseball for life.

3. Model the structure

 Ask students to repeat the sentences
- Chicago White Sox players were Study
participating in the 1919 World Series 20
- They had already made a notorious T-S
decision
- This scandal ultimately resulted in the
banning of 8 players
 Practice on the board
 Highlight meaning

They had
Made decision were participating resulted

Activities in the timeline:

*Background (Past Simple):*
- In 1919, the Chicago White Sox were a prominent baseball
team with high expectations for the World Series.

2. *Setting the Scene (Past Continuous):*

- As the World Series was unfolding, the players were
showcasing their skills on the field.
- Behind the scenes, gamblers were plotting to approach
some players with an offer.

3. *Initial Approach (Past Perfect Simple):*

- Before the World Series began, gamblers had already
contacted certain players and made them an offer to
intentionally lose the games in exchange for money.

4. *Decision and Action (Past Simple):*

- During the World Series games, the players decided to
accept the offer and deliberately played poorly, influencing
the outcomes of the matches.

5. *Unveiling the Scheme (Past Simple):*

- The scandal was exposed when suspicions arose about the
unusually poor performance of certain players during the
games.

6. *Revelation and Consequences (Past Perfect Simple):*

- Once the scandal was revealed, it became clear that the
players had already made a deal with the gamblers.
- By the time the truth came out, the damage to the integrity
of the game had already been done.
7. *Banning and Fallout (Past Simple):*
- In the aftermath of the scandal, eight players, including
"Shoeless" Joe Jackson, were banned from professional
baseball for life.

8. *Legacy (Past Simple / Past Perfect Simple):*

- The Black Sox scandal has since remained a notorious
chapter in the history of baseball, a moment that had a lasting
impact on the sport's reputation.

4. Write the rule on the board:

Past Simple – Subject +Ved/V2 + Object
Past Continuous – Subject + was/were + Ving +
object
Past Perfect – Subject + had + Ved/V3 + Object

Use Cat diagram to remind of auxiliaries

 5. CCQs:
 If I say, "I had finished my homework before I went to
bed," which tense is used for the first action? 2 T-S
o Expected Response: Past perfect simple.
 If I say, "While I was studying, the phone rang," which
tense is used for the ongoing action?
o Expected Response: Past continuous.
 In a story, which tense might be used to set the scene
or provide background information?
o Expected Response: Past simple or
past perfect simple.

6. Students will be given sentences and asked to correct

mistakes in the sentences – Controlled practice 1
T-S

 S-S
 Report back S-S
S-C

7. Ss will be given an exercise to do – Controlled

practice 2 T-S
  S-S S-S
 Report Back S-C

8. Ss will be asked to write a short story including 3-4

sentences about a cheating moment in his/her life S-C
using narrative tenses (Freer practice)

9. T asks students to rewrite stories about famous Activate 1

cheating moments in the history, so the ending is 5 T-S
different – if the results were unfair, make fair or vice-
versa

 Group chooses a spokesperson to present their 5 S-C

version of story

10. T launches Kahoot (definition/synonym game) on a Activate 2

computer and shares the game pin for groups to sign 10
in. Students play the game in groups/teams T-S
 10 Whole Class
Extra activity: Time Machine Interview:
In pairs, students take on the roles of a time traveler and an
interviewer.
The time traveler describes a past event or era using past
tenses while the interviewer asks questions and prompts
more detailed responses.
Encourage students to use a mix of past simple, past
continuous, and past perfect simple to enrich their
storytelling.
Rotate roles, allowing each student to experience both the
time traveler and interviewer perspectives.
Conclude with a class discussion on the challenges and
creative opportunities of using narrative tenses in an
interview context.