Develop a grammar lesson plan using the P-P-P model

Assignment 6: Lesson plan - Simple past (Irregular verbs)
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Task: to develop a grammar lesson plan using the P-P-P model of the Communicative Approach.
Purpose: In this assignment you are required to
 demonstrate further comprehension on the topic of a grammar lesson plan using the P-P-P format
of the Communicative Approach, as described in the corresponding chapters and shown in the
different sample lesson plans.
 demonstrate your ability to apply theory into practice in all stages of this lesson plan.
 demonstrate improvement in writing a grammar lesson plan after having completed assignment 5.
(Take into account the corrections and suggestions your tutor made in assignment 5. Avoid making
the same mistakes.)
You have some basic information on the topic you have to teach (see below). You may want to add
more aims, assumptions, anticipated problems and solutions. Feel free to do so. Include all the stages
in a lesson (presentation-practice-production), the skills and techniques you will use in each step.
Remember to use concept questions and varied techniques to teach vocabulary. You can write this
lesson plan completing the columns in the template below (chart format) or, if you prefer, in a linear
format, as shown in some sample lesson plans. Whatever template you choose, make sure to include
all the required headings (See example below).
If you want to add more items to the headings in the cover page, please make sure you
highlight them to show your tutor that you have added them.
You may need to use more than one page to write the plan of this lesson.
Submit the lesson plan to your tutor. You can go ahead with Assignment 7 (observation
report # 1) while you wait for your tutor’s correction of this task.

Cover Page
Level: Beginner
Lesson Objectives: By the end of the lesson, my students will be able to talk about past events
through the use of irregular verbs.
Main Aims:
 To present the function of talking about the past using the simple past tense.
 To present the irregular simple past form of some action verbs for the first time; e.g., ‘went’,
‘had’, ‘ran’, ‘slept’, ‘got up’, ‘got dressed’.
Communicative Aims:
 To be able to talk about past events.
 To be able to use irregular verb forms while talking about past events.
Grammatical/Structural Aim: Simple Past Tense of irregular verbs.
Pronunciation Aim: To be able to appropriately identify and articulate the different
pronunciations for irregular verbs from regular verbs, by not using the ‘-d’ or ‘-ed’ affixation.
Sub-aims:
 To provide controlled and semi-controlled practice of the function and structure (tense).
Assumptions: Students know the concept of simple past since they have learned some regular simple
past verbs before (for example: ‘lived’, ‘worked’, ‘studied’, ‘danced’, etc.)
They are familiar with:
 the past form of the linking verb ‘be’ (was/were), and their interrogative and negative forms.
 the affirmative, interrogative and negative forms of regular simple past verbs: ‘Did you play
tennis last week?’; ‘No, I
didn’t’/’Yes, I did.’
 Adverbials of time such as ‘yesterday’, ‘last (week/month/year)’.
Anticipated problems and solutions:
In the Practice stage: Students may find it difficult to remember the irregular forms.
Solution: Mechanical and meaningful drillings will help students remember them better.
In the Presentation Stage: Students may find it difficult to not add the ‘-d’ and ‘-ed’ affixes in certain
words.
Solution: Providing the students with a detailed chart with the three forms of irregular verbs identified,
for rote practice.
In the production stage: Students might instinctively use the regular forms with irregular verbs (like go
– goed, or bring - bringed).
Solution: Use the aforementioned verbs list as a hands – on reference.
Procedure page

Stage in the lesson Teacher activity Student activity
Name of step:
Presentation
Aim: To make the
learners understand the
difference between
regular and irregular
verbs in past simple
context.
Technique: Discussion
Skill/s: Understanding
Interactive Pattern: T - S
Time: 20 minutes
Teacher uses a chart that
highlights all the irregular verbs
in their base, past simple and
past participle forms (Appendix
1). The teacher then recaps on
the learners’ prior experience
with past simple forms of
regular verbs.
Afterwards, the teacher explains
the main difference between the
two – the irregular forms of
verbs do not take the ‘-d’ or ‘-
ed’ affixation at the end.
Once the teacher has highlighted
the basic structure, s / he
provides a couple of example
sentences as follows:
1. I cook everyday.
I cooked this morning.
2. I go to college everyday.
I went to college yesterday.
Afterwards, the teacher explains
the difference between the two
sets of sentences, in terms of the
regular and irregular verb forms
and the past sentence that has
been used.
The Students will pay attention
to the teacher and the chart.
They will take note of the main
differences between regular and
irregular verbs.
They will ask queries and
respond to any question that the
teacher asks in the class.
Name of step: Practice
Aim: Semi controlled
practice of irregular
verbs in groups of 3
using a card game.
Technique: Activity
Skill/s: Memory, recall
and practice
Interactive Pattern: S - S
Time: 20 minutes
The teacher sorts the students
into groups of three and provides
each group with a set of cards.
Each card has one word written
on it which is either a base
irregular verb or any of the past
simple and past perfect forms
(Appendix 2).
The teacher then shuffles the
deck of cards and places them
between the three students.
The students after being sorted
in groups of three, will sit in a
circle (each group).
Once the deck of cards is placed
between them, they will start the
game (after the demo and
practice rounds), by picking up
one card at a time, reading the
word in it and all three students
uttering the base, past simple
and past perfect forms, at the

Afterwards, the teacher asks the
students to start the game, after a
demonstration round and two
practice rounds.
same time.
After that the students will place
the card on the table.
When all three forms of an
irregular verb are on the table,
the student who picked up the
last card will receive all three
cards and note the word down
for the presentation stage.
Name of step:
Presentation
Aim: Students will display
their understanding of
irregular verbs in simple
past sentences in a
conversational setting.
Technique: Role play
activity
Skill/s: Speaking, Memory
Interactive Pattern: S –
S / T
Time: 20 minutes
The teacher looks at the words
that each student has received
from the previous activity. In
case any student is left without
words, or with less number of
words, the teacher assigns a
number of words from the list
(Appendix 1) to the student.
Based on those words, the
students from each group will
construct sentences in past
simple. Each sentence will be
connected to the other sentences
within the group.
The students will use the words
that they have received from the
practice game to form sentences,
in the following manner:
S1 – Yesterday I ate some
noodles.
S2 – And I saw the new poster
that he got.
S3 – I brought the poster with
me.

Appendix 1
Irregular Verb Past Simple Past Participle
arise arose arisen
be was/were been
beat beat beaten
become became become
bend bent bent
begin began begun
bet bet bet
bind bound bound
bite bit bitten
bleed bled bled
blow blew blown
break broke broken
breed bred bred
bring brought brought
build built built
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
deal dealt dealt

dig dug dug
do did done
draw drew drawn
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fly flew flown
forbid forbade forbidden
forget forgot forgotten
forgive forgave forgiven
freeze froze frozen
get got got (UK)
gotten (US)
give gave given
go went gone
grow grew grown
have had had
hear heard heard
hide hid hidden

hit hit hit
hold held held
hurt hurt hurt
keep kept kept
know knew known
lay laid laid
lead led led
leave left left
lend lent lent
let let let
lie lay lain
light lit lit
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
put put put
quit quit quit
read read read
ride rode ridden
ring rang rung
rise rose risen
run ran run

say said said
see saw seen
sell sold sold
send sent sent
set set set
shake shook shaken
shine shone shone
shoot shot shot
show showed shown
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
slide slid slid
speak spoke spoken
spend spent spent
spin spun spun
spread spread spread
stand stood stood
steal stole stolen
stick stuck stuck
sting stung stung
strike struck struck

swear swore sworn
sweep swept swept
swim swam swum
swing swung swung
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
throw threw thrown
understand understood understood
wake woke woken
wear wore worn
win won won
withdraw withdrew withdrawn
write wrote written

Appendix 2
The Irregular Verb card game.
Steps:
 A set of six base words are selected from the above list.
 For three forms of each word, it makes a total of 18 words.
 Each word is written / printed in a card, making 18 cards in total.
 The cards are then shuffled and the deck is placed between the circle of three students.
 One student picks up a card and places it on the table such that the word is visible. Let’s
assume it says ‘seen’.
 All three students speak up ‘See, Saw, Seen’.
 The next student picks up another card and repeats the process.
 Once all the three words from one set are retrieved from the deck, the student picking the
last card notes the word and uses it in the next stage.