English 10° 1 hour

Unit #3 “Memories”

Lesson#1: What did you do last night?

Type of lesson: Initial Communicative Practice, Discussion Analysis to the

Problem and Controlled Practice Focus on Form

Objective: To identify linguo-communicative aspects related to the communicative

function: talking about past activities following a model and under the teacher´s
total guidance with reference to simple past structures in affirmative, negative and
interrogative sentences, regular and irregular verbs, the proper pronunciation of the
–ed suffix in regular verbs and the reduction of did you and intonation patterns in
yes or no questions and information questions to share information with others.

Content:

 Functional: Talking about past activities

 Grammar: Simple past tense in affirmative/ negative/interrogative
sentences
 Lexical: Regular and irregular verbs
 Phonetic: -ed endings /d/ /t/ /ɪd/ /dɪʤə/

Method: Communicative Approach

Teaching aids: whiteboard,

1. OPENING
SCREEN TEACHER

 Greeting Ss: Hello. How are you today? I am fine

too and ready to start our lesson today.

 Working with the date: What ´s the date today?

The teacher copies the date on the board
Repeat after me: Today is…

 Warming-up: Now, let´s go on with the lesson

and I want you to look at the following pictures on
the screen

1
 The teacher asks: What are the people doing?

1. They are singing at a club. The teacher copies or presents the answers on the
2. He is shopping. /He is buying food. board or screen.
3. She is making dinner and she is talking
on the phone.
4. She is talking a dance class.

 The teacher asks: Are you usually busy in the

evenings? What of these activities do you usually
do?

1. I usually make dinner.

2. I don’t shop for groceries in the evening. The teacher presents some ideas on the screen.
3. I often sing at a club on weekends.
 The teacher asks: and… what did you do
yesterday?

Topic of the unit, the content  Guiding Ss. toward the objective and present the
topic of the lesson and the unit.

2. SEQUENCING

SCREEN TEACHER
 The teacher writes yesterday´s date on the board
and the expression last night
2
 So, now look at the following pictures.
 The teacher says: “These people are talking about
their activities last night.”
 The teacher asks Ss to think about their activities
last night.

 Now, look at the pictures and write some ideas you

might hear from these people (PREDICTING)

 The teacher says: “These people are answering

the question what did you do last night?”

 The teacher asks: Who had fun last night?

 The teacher says the instruction: Listen and

answer the question.
PLAY THE RECORDING

Touchtone 1 CD3/9

 The teacher presents the answers

(Josh/Melissa/Stephen)

 Now you are going to listen to the audio-text

again to verify if your predictions were correct, so
listen and check if any of the activities you wrote
before was in the audition.

 The teacher presents the audio-text again and

the written texts. Ss will listen to, read along and
repeat.

3
 The teacher asks Ss to read the information
about Josh: Now, I want you to read the
information about Josh and then find three verbs
stayed
that say what he did last night.
 The teacher copies them on the board or
played presents them on the screen. Then reads them
aloud and Ss repeat
 The teacher asks: What do you notice about the
listened to
endings of these verbs? (They end in –ed)

Ss have to look at the following sentences and listen

to text again to complete them. But the teacher helps
Ss with the first sentence. Give Ss some minutes to
copy these sentences.
The teacher copies the example on the board and Ss

4
repeat

PLAY THE RECORDING

Touchtone 1 CD3/9

The teacher presents the answers and Ss repeat.

 The teacher explains: All these verbs you wrote
have something in common, can you say what?
 Yes, they end in –ed (copy verb+ed on the
board). The verbs with –ed are in the simple
past. And… we use this form to talk about things
that happened in the past for example last night.

GRAMMAR FOCUS
 The teacher presents the following chart

 The teacher says: Look at the following chart and

repeat after me…

 The teacher asks: What two letters do all these

verbs in the simple past end with? (-ed)

 How do you make a negative in the simple

past? (Didn’t +verb) copy on the board

 Does the verb after didn’t have an ending? (no)

 The teacher copies the pattern on the board:

subject + didn’t + verb and explains: The simple
verb past form do not change for different subjects.
It is formed with the auxiliary did+ not (which can
be contracted as didn’t) and the base form of the

5
verb.
 Can you identify negative sentences in these
texts? Give Ss some seconds and then copy
them on the board.

 The teacher has Ss to look at the right side of

the chart. And explains: For most verbs add
–ed to the base of the verb,
 when a verb ends in e, just add a –d ,
 when the verb ends in a consonant and y,
change the y to i and add –ed
 When a verb ends in vowel and y , add –ed
Double the last consonant in verbs that end in
one stressed vowel between two consonants.

PRONUNCIATION
 The teacher explains: “The –ed in regular verbs in
simple past is three way pronounced:
When the verb ends in t or d add a syllable /ɪd/
When the verb ends in /f/, /s/, /p/, /k/, /θ/, /ʃ/, /ʧ/ the
-ed is pronounced /t/
When the verb ends in other sounds the –ed is
pronounced /d/”

6
 The teacher reads the instruction aloud:
Listen and repeat the following sentences
Play the recording.
CD 3 /11 Touchtone 1

 The teacher copies these words on the board:

cook, walk, watch, stop, practice. Then,
pronounces them and Ss repeat.
 Then, do the same for: leave, clean, use,
order.
 And the same for: hate, start, visit, need,
want.

And now let´s do another exercise. Listen to

these sentences. Do these verbs end in /d/ /t/
or /ɪd/? Check the correct column. (CD3/12)

IRREGULAR VERBS
 The teacher says: “We just studied regular
verbs in English, but English also has “irregular
verbs”. They don’t use the –ed ending and
have special forms in the simple past.
 Now we are going to do more listening and
reading activities. So look at the pictures read
the sentences along (these verbs are irregular)
and listen to the texts.

 The teacher asks: what is the simple form of

7
each verb and its past? (copies them on the
board)

I didn´t buy a sweater.

 The teacher asks Ss to write the negative form
I didn’t have a piano lesson. of these sentences. Then presents them on the
I didn’t make a phone call. board and elicits the rule.

I didn’t see three movies.

I didn’t read a couple of books.

I didn’t go to a party

Didn’t + verb

GRAMMAR FOCUS YES/NO QUESTIONS

 The teacher presents the chart and Ss look at
it. The teacher writes on the board: subject,
did, verb?
 The teacher asks: how to form yes or no
questions in simple past? Explains the
intonation pattern (rising)
 The teacher copies on the board:
did+subject+verb?

Did _____ go to a movie yesterday?

Yes, ___ did No, ____ didn’t
 The teacher asks Ss to complete with the
pronouns and explains that the verb after the
pronouns doesn’t change.

 The teacher presents past time expressions,

reads them aloud and Ss repeat them.

 The teacher draws a calendar on the board

8
and elicits the meaning of these expressions.

What did Josh do yesterday?  The teacher presents the following sentences.
Ss repeat them after the teacher. The teacher
explains the intonation pattern (rising-falling).
Where did he go out last night? The teacher elicits the rule.
Question word+did+subject+verb

PRONUNCIATION : REDUCTION OF DID YOU

 The teacher explains that the expression did
you is reduced in oral speech as
/dɪʤə/ /dɪʤu/ /wədɪʤə/ /haʊdɪʤə/
 The teacher says: look at the sentences and
listen. Notice how did you is reduced and
notice the intonation patterns. Play the audio
(interchange 1 CD 2/15)

3. CLOSURE

SCREEN TEACHER
 The teacher says: “Up to now we have studied
how to express past activities by using the simple
past in affirmative sentences, negatives and
interrogatives, how to form and pronounce regular
verbs which end in –ed and regular verbs too, but
also, how to reduce did you and the intonation
patterns in questions.” Besides, you have
identified these elements in a model buuuut…
when do we use the simple past?
 The teacher explains that this information can be
found in the Ss´ workbook on pages 54 and 55.
 The teacher says: “Ahora vamos a dejarles

9
algunos ejercicios para que realicen en la casa y
que sean revisados por su profesor en la escuela
y así este pueda corregirlos y explicar cualquier
duda al respecto. No obstante en la próxima clase
realizaremos una práctica de este contenido.
Slides with the exercises

 The teacher explains this exercise. Then you can

write sentences and read them aloud.

 The teacher presents the second exercise,

explains how to do it and says: “Pueden decir
estos verbos en alta voz y grabarlo en su celular o
en de algún familiar y así autocorregirse”.

10
 The teacher presents the next exercise.

 The next one

11
 The teacher explains the exercise and says:
“remember that you have to read the
sentences aloud and the intonation pattern and
the reduction of did you in oral speech”

 Farewell: “In the next class we are going to

practice this content with some exercises,
activities and tasks. That´s all for today. See
you next time and don’t forget that practice
makes perfect.”

12