Lesson Plan – Paul John Hughes

Level – Entry 2
ESOL
10 minutes
Learning Outcomes
Main Aims
Language - Review of regular and irregular verbs. Awareness raising of different forms

Sub Aims
Pronunciation of ‘ed’ past tense endings & irregular verb forms
(Optional Extension Activity)
Fluency practice
Use of fixed time phrases

Language Analysis
Irregular verb forms
go - went Unpredictable
put - put Same base form
read - read Same base form different pronunciation

Regular verb past ‘ed’ endings

Awareness of /ɪd/, /d/, and /t/ endings

Anticipated Problems & Solutions

Mixed Ability Class
High degree of jagged profiles in the class, dictation activity may prove problematic for Listening,
though the follow up pair/group work should provide support.

The optional Speaking task may also prove challenging, though opportunity is given to prepare and
multiple opportunities for production will be present if time allows

Grammatical Structures
If the extension speaking activity is done, some higher-level learners may identify the use of phrasal
or intransitive verb used in the past tense, these items will be noted and added to the class
vocabulary list.

Prior absenteeism
Some learners were absent for the previous session, these individuals will be placed in pairs/groups
with those who are able to support them
Procedure

Stage & Interaction Procedure

Objective
Lead in T – SSSSS Past tense review – on PPT and / or white board
Example of review given – students are given items initially, then
past tense forms are given

Go - Went
Put - Put
Wash – Washed /t/
Play – Played /d/
Want – Wanted /ɪd/

Teacher then identifies the irregular items and shows how the word
forms can differ or remain the same.

Teacher then drills items to show pronunciation of items. Then the

three sounds are identified.

Dictation T – SSSSS The teacher dictates the following items which are written down by
Activity the students. They are asked to write both the present and past
forms of these verbs. Once completed learners compare items and
attempt pronunciation.

Eat – Ate
Break – Broke
Cut - Cut
Read – Read
Rest – Rested
Stay – Stayed
Call – Called
Drink – Drank
Forget – Forgot
Visit – Visited
Help – Helped
Walk – Walked
Choose – Chose

Categorization S-S-S Following the dictation activity learners are asked to divide the
items into either irregular or regular

Irregular
Eat – Ate
Drink – Drank
Choose – Chose
Break – Broke
Forget – Forgot
Cut - Cut
Read – Read
 Regular
Visit – Visited
Rest – Rested
Help – Helped
Walk – Walked
Stay – Stayed
Call – Called

Irregular Verb T – SSSSS The teach then focuses attention on irregular verbs specifically, and
categorization explain how irregular verbs can differ in spelling, have the same
form as the present tense, or even have the same form but a
different pronunciation.

New form
Eat – Ate
Drink – Drank
Choose – Chose
Break – Broke
Forget – Forgot
Go - Went

Same spelling
Cut - Cut
Put - Put

Same spelling diff pronunciation

Read – Read

Regular Verb T – SSSSS This is an optional activity which will raise awareness of the ‘ed’
Pronunciation pronunciation variations
(optional
follow up) Visit – Visited /ɪd/
Rest – Rested /ɪd/

Help – Helped /t/

Walk – Walked /t/

Stay – Stayed /d/

Call – Called /d/

Speaking T – SSSSS This is a follow up activity which can be done in preparation for the
(optional S–S following lesson or as a video which learners can send to the
follow up) teacher.

Learners are presented with fixed time phrases. They are given the
opportunity to prepare and exchange with their partner. Their
partner listens to the sentences and either writes down the entire
sentence or identifies the verb use alone to confirm the correct
usage of the item.
Students also have the opportunity to attempt to use new items
which they would like to experiment with.