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Omg! Where Is My Passport? A. Aims 1. Knowledge: What Day Is It Today? What Is The Weather Like? How Are You Today?

This document outlines a lesson plan to teach past simple grammar using the story "OMG! Where is my passport?". The plan includes: 1) Reading and listening comprehension activities to understand the key events of the story, 2) Grammar explanations and exercises focusing on regular and irregular past simple verbs used in the story, 3) Homework assigned from the workbook.

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Viktoria Hrankina
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367 views

Omg! Where Is My Passport? A. Aims 1. Knowledge: What Day Is It Today? What Is The Weather Like? How Are You Today?

This document outlines a lesson plan to teach past simple grammar using the story "OMG! Where is my passport?". The plan includes: 1) Reading and listening comprehension activities to understand the key events of the story, 2) Grammar explanations and exercises focusing on regular and irregular past simple verbs used in the story, 3) Homework assigned from the workbook.

Uploaded by

Viktoria Hrankina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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OMG! WHERE IS MY PASSPORT?

A. AIMS  

1. Knowledge 

- Grammar:  past simple: regular and irregular

2. Skills 

- Listening: understanding the key events in a story

- Reading: understanding the key events in a story

B. MATERIALS, FACILITIES AND METHODS 

- Materials: English File Pre-intermediate 4rd edition (SB and WB) 

- Facilities: chalk, board, draft paper 

- Methods: pair and group work, game, role play, presentation 

C. PROCEDURE 

1. Class stabilization:  

- Check class attendance: ………………………… 

+ Absent students: ………………………………………………………………………

- Ask some questions:  

What day is it today? 

What is the weather like? 

How are you today? 

2. New lesson 

WARM-UP (books closed)

Write MY LAST HOLIDAY on the board and tell Sts they have two minutes to find
out from you as much as possible about your last holiday. Elicit questions in the past
simple, e.g. Where did you go?, etc.
1. READING&LISTENING understanding the key events in a story

1.a. Books open. Focus on the title of the lesson and ask what Sts think the title means
(OMG stands for Oh my God or Oh my Goodness). Tell Sts this abbreviation is very
informal and is used in, e.g. tweets and WhatsApp messages.

- Now focus on the instructions and make sure Sts know the meaning of lose. Model
and drill pronunciation /luːz/. You could also elicit the opposite (to find).

- Either put Sts in pairs or do it as a whole-class activity. If Sts worked in pairs, get
some feedback.

1.b. Give Sts time to read the story and answer the questions.

- Get Sts to compare with a partner, and then check answers.

Extra support

Before Sts read the story the first time, check whether you need to pre-teach any
vocabulary.

1.c. Focus on the instructions and make sure Sts know what they have to do. Point out
that the first one has been done for them. Now tell Sts to read the story again.

- When they have finished reading, they should cover it and look at 2–11.

- Check answers.

- Deal with any other new vocabulary. Model and drill the pronunciation of any tricky
words.
1.d. Now tell Sts they are going to listen to another story about someone losing
something, and they must answer the two questions. You could write the two questions
on the board and get Sts to close their books.

- Play the audio once the whole way through.

- Get Sts to compare answers, and then play the audio again if necessary.

- Check answers.

Extra support

Read through the script and decide if you need to pre-teach any new lexis before Sts
listen.

1.e. Tell Sts they are going to listen to Marta again. Give them time to read questions
1–7.

- Play the audio again and get Sts to answer the questions.

- Get Sts to compare with a partner, and then check answers.


Extra support

If there’s time, you could get Sts to listen again with the script on p.206, so they can
see exactly what they understood / didn’t understand. Translate / Explain any new
words or phrases.

1.f. Put Sts in pairs or small groups and get them to answer the questions.

Extra support

To help Sts tell their story, write the following questions on the board:

1 WHERE WERE YOU AND WHO WERE YOU WITH?

2 WHAT HAPPENED?

3 WHAT DID YOU DO NEXT?

4 HOW DID IT END?

- Get some Sts to tell their stories to the class. If you have ever lost anything important
on holiday, tell Sts about it.

2. GRAMMAR

2.a. Focus on the verbs and tell Sts that some are regular and some are irregular. Make
sure Sts know what they mean, but don’t spend too much time on the pronunciation, as
Sts will be focusing on this later. Elicit the past simple of the first one (went) and then
get Sts to do the others in pairs. Encourage them to do as many as they can without
looking back at the story and then check their answers in Stuart’s story.

- Check answers.

2.b. Tell Sts to complete the gaps in 1–3 with negative past simple verbs.

- They then check their answers in Stuart’s story.


- Check answers.

2.c. Put Sts in pairs or do this as a whole-class activity. Give them a minute to
remember how to make negatives and questions.

- If Sts worked in pairs, check answers.

2.d. Tell Sts to go to Grammar Bank 2A on p.214.

Grammar notes

You may also want to remind Sts:

• that irregular forms (went, had, etc.) are only used in positive sentences

• that the vast majority of verbs are regular. The irregular verbs need to be learned, but
Sts already know the most common ones
Tell Sts to go to Irregular verbs on p.250 and explain that this is their reference list.
Get Sts to go through the list quickly in pairs, checking that they know what the verbs
mean. Encourage them to highlight verbs they didn’t know or had forgotten the past
form of.

Let Sts test each other, or test round the class.

- Focus on the example sentences and play the audio for Sts to listen and repeat.
Encourage them to copy the rhythm. Then go through the rules with the class.

- Now focus on the exercises for 2A on p.215. Sts do the exercises individually or in
pairs.

- Check answers, getting Sts to read the full sentences.

- Tell Sts to go back to the main lesson 2A.

Extra idea

Remind Sts that a very good way of learning irregular verbs is through reading stories.
Show them a few Graded Readers if you can, and if you have a class library,
encourage them to take out a book to read at home.

Extra support

If you think Sts need more practice, you may want to give them the Grammar
photocopiable activity at this point.

3. Homework

HOMEWORK: WB Ex.1 p.12

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