LEVEL: Elementary

OBJECTIVES: The students should be able to:

1. identify verbs
2. identify the past tense of regular verbs
3. give the past tense of selected regular verbs

MATERIALS: Flashcards of selected regular verbs in their past tense, masking tape, board, Grammar Worksheet on Past Tense of Regular Verbs, chalk or white board marker, bell, scratch paper

TIME FRAME: Around 45 minutes

PROCEDURE:

1.) It is assumed that the students know what verbs are. Ask the class to define what a verb is.

2.) Play a game with the students. Act out selected verbs and let the class guess the verb. Write their answers on the board (Write the words vertically for the matching type later on). Make sure that the verbs you will use are all regular verbs. If some of the words are hard to guess, you can give them the answers.

Selected Words: smile, dance, jump, kick, push, climb, open, point, erase, wipe

3.) Let the class read all the words on the board. Then, use a TPR (total physical response) activity by asking the class to stand up and to act out the words on the board that you will point to.

4.) Tell the class that the words they see on the board are called regular verbs.

5.) Show them a set of flashcards. Tell them that this set shows the past tense of each regular verb. Choose students who will match the verb with its corresponding past tense. Ask them to tape the flashcards beside the verbs on the board. It is okay for them to commit mistakes.

Past tense: smiled, danced, jumped, kicked, pushed, climbed, opened, pointed, erased, wiped

6.) Read the past tense of each word aloud with the class. Ask them what happened to the words (-d or -ed was added in the end to form the past tense). Give them time to copy the list on the board.

7.) Give them the worksheet for this lesson. Explain how they will do the worksheet. Give them a time limit.

8.) Ask the class to check their work as you give the correct answer.

LEVEL: Elementary

OBJECTIVES: The students should be able to:

1. identify verbs
2. identify the past tense of irregular verbs
3. distinguish between regular and irregular verbs

MATERIALS: Flashcards of selected irregular verbs (words in plain form and their past tense), pocket chart or masking tape, board, Grammar Worksheet on Past Tense of Irregular Verbs, bell, scratch paper

TIME FRAME: Around 45 minutes

PROCEDURE:

1.) It is assumed that the students know what verbs are and the past tense of regular verbs before this lesson is taught.

2.) Call volunteers who will act out the selected verbs. The volunteer will draw a flashcard and act out the verb written there while the rest of the class will guess the word. After each correct guess, place the flashcard inside the pocket chart. In the absence of pocket charts, use masking tape instead to tape the words downward on the board.

Selected Words:

eat, think, see, fly, sit, stand, write, sing, drink, sleep, run, draw

3.) Let the class read all the words on the board/inside the pocket chart. Then, use a TPR (total physical response) activity by asking the class to stand up and to act out the words on the board/inside the pocket chart that you will point to.

4.) Tell the class that the words they see on the board or inside the pocket chart are called irregular verbs. Ask them if they remember regular verbs and how the past tense is formed when using regular verbs.

5.) Show them another set of flashcards. Tell them that this set shows the past tense of each irregular verb on the board/inside the pocket chart. Choose students who will match the verb with its corresponding past tense. It is okay for them to commit mistakes.

ate, thought, saw, flew, sat, stood, wrote, sang, drank, slept, ran, drew

6.) Read the past tense of each word aloud with the class. Ask them what happened to the words (the spelling has changed). Tell them that the main difference between an irregular verb and a regular verb is the way the past tense is formed. Give them time to copy the list on the board.

7.) Give them the worksheet for this lesson. Tell them that the worksheet has additional irregular verbs. They can guess the past tense of these verbs. Give them a time limit.

8.) Ask the class to check their work as you give the correct answer.

9.) Call students randomly and ask them to use the past tense of each word on the board/inside the pocket chart in a sentence. They can also get from the worksheet.

10.) Put away the verbs on the board/inside the pocket chart and ask the students to tuck away their worksheets. Then, divide the class into groups of four. Tell them that you will say a verb from the list on the board before and from their worksheets and in five seconds the group’s scribe will write the group’s answer, which is the past tense of that verb. Use a bell to signal that the time is up. Groupmates should help one another. The winning team will be rewarded according to your reward system (additional points, candies, stickers, etc.).

LEVEL: Elementary

OBJECTIVES: The students should be able to:

1. distinguish between the past tense of irregular verbs and that of regular verbs
2. write a very simple event that happened in the past

MATERIALS: Grammar Worksheet on Past tense of Regular and Irregular Verbs, flash cards of selected regular and irregular verbs in plain form, scratch paper, bell

TIME FRAME: Around 45 minutes

PROCEDURE:

1.) Since this is a review lesson, it is assumed that the students already have a working knowledge of the past tense of some irregular and regular verbs.

2.) Form groups of four. Give each group scratch paper where the group’s scribe will write the group’s answers. Tell the class that you will give them five seconds to write their answers and then you will ring the bell to signal them to stop writing.

3.) Flash the selected regular and irregular verbs one at a time and read each one aloud. Tell them to write the past tense of the word being flashed. You have to say “Go” before the students start writing the answer. Flash the verbs randomly. The winning team will receive a prize in whatever form you decide to use (e.g. additional point, food prize, stickers, etc.).

Sample Verbs:

eat, is, are, do, go, buy, drink, tell, see, hear, give (irregular)
watch, play, visit, listen, dance, paint, erase, shout (regular)

4.) Distribute the worksheet and let the students answer it. Give a time limit. Give the correct answers afterwards and let the students check their own answers.

5.) As stated in the second part of the worksheet, the students need to write a very short narration of a past experience using the verbs in the worksheet or using their own choice of verbs. Explain how to do this by giving examples of past experiences. They can follow some of the structures seen in the worksheet, especially if they find it a bit hard.

Sample Past Experiences with a Friend:

attending a party
going to the beach
going to the mall
playing a favorite sport
going to the cinema

6.) Give the students enough time to write their ideas. Move around to help them.

7.) Pair off the students and tell them to exchange paper with their partner. Ask the students to read the work of their partners and to check the past tense of the verbs used by their partners if they can.

8.) Collect the very short written work.

LEVEL: Elementary

OBJECTIVES: The students should be able to:

1. compare two objects/persons
2. give the correct comparative degree of adjectives

MATERIALS: “Grammar Worksheet: Comparative Degree of Adjectives”, any object you can bring to class that can be used for comparison, bag or basket to hide the objects, pieces of scratch paper, pencils, bell, incomplete sentences for the game

TIME FRAME: Around 45 minutes

PROCEDURE:

1.) Bring out the objects you will use for comparison two at a time. Ask the students questions that will make them choose between the two objects. For example, ask them, “Which one is bigger? Which one is smaller? Which one is taller? Which one is more colorful?”, etc.. It is assumed that the students know what an adjective is and have enough vocabulary to understand this activity and the succeeding activities.

2.) Distribute the Grammar Worksheet (or your own worksheet if you like) and let the students answer it. Give them a time limit. Ring the bell when the time is up.

3.) Tell the students to find a partner to whom they can share their answers. Their partners should check if their answers fit the description and vice versa. Move from pair to pair to help out and check the answers as well.

4.) Discuss the target grammar point. Tell them that the use of “more,” “less,” “better,” “worse,” and “-er” shows the comparative degree of adjectives. In other words, they are comparing any two living or non-living things. The words “more” and “less” are usually used when the adjective has more than two syllables (e.g. more intelligent, less colorful). Otherwise, the suffix “-er” is used (happier, nicer). More often than not, the words “more” and “less” can be used before two-syllable adjectives (e.g. more happy, less easy).

5.) Ask the class to form groups of four. You can have more than two groups, depending on the class size. Provide pieces of scratch paper for each group. There should be a group representative who will share the answer of the group. The scratch paper is needed as evidence of the group’s answer.

6.) Prepare enough sentences to be read aloud twice and to be completed by each group. The students should make a comparison using the given object. Give them around 1 minute to write their answers and then ring the bell. Group members should help one another. The representative of each group will read the answer aloud. Accept logical answers, even if they are funny (e.g. A pig is more smelly than an armpit.) and check the scratch paper for changes. Don’t worry too much on spelling since the focus of the game is on the grammar point and not the spelling. Just point out the misspelled words, but accept all logical answers. Tell them to avoid using “better” or “worse” if it doesn’t show a specific comparison because anything can be better or worse, generally speaking. The group with the most number of points wins. It is up to you as the teacher to think of what reward you would like to give the winning group.

Sample incomplete sentences (use objects the students are familiar with):

1. A notebook is_____________________.
2. The door is__________________.
3. The teacher is________________.
4. TV is ________________.
5. A watch is_________________.
6. Boys are __________________.
7. Girls are ________________.
8. Chocolate is______________.
9. A storm is_______________.
10. The sun is___________________.

7.) As a recap, ask each student to compare two objects and two persons of your choice and to write their answers on 1/4 sheet of paper. Make sure that the objects or persons have not been used in the game or in the motivation activity or in the worksheet. For example, ask them to compare a volcano and a mountain (for objects), and two famous persons that they also know.

LEVEL: Elementary

OBJECTIVES: The students should be able to:

1. give the correct location of items inside a room
2. draw location of items inside a room based on oral instructions

MATERIALS: A big picture of a room containing a lot of furniture and items inside, markers, strips of paper, prepared commands for TPR game, bond paper, pencil

TIME FRAME: Around 45 minutes

PROCEDURE:

1.) Check first if the students know some prepositions by asking them to give the location of objects inside the room. To control the situation, you can put things inside the classroom that will elicit the desired response like the prepositions under, on top of, next to, behind, etc. For example, place your bag under the table and then ask,”Where is my bag?”

2.) If the students’ vocabulary is limited, unlock the necessary prepositions by writing selected ones on strips of paper. Discuss and show the meaning of each new preposition.

beside/ next to
in front of
behind/at the back of
on top of
between
under
above
over
near
opposite
at the center
in the corner
left side
right side

3.) Play a TPR (total physical response) game. Call batches of students (depending on the class size) to follow your commands. It is better to prepare a list of commands for this activity. Just jumble up the commands per batch of students.

Run to your right. (Be careful with right and left. It should be their
right and left and not yours.)
Go to the center.
Move near the door.
Stand behind a seated classmate.
Put your hand under a chair.
Touch an object between two other objects.
Sit on the floor.

4.) Tell the class that you have a picture of a room. They will draw how it looks like by listening to the location given by a classmate one at time. Their pictures need not be very beautiful. What is needed is the correct location of objects inside the room. Call students or volunteers who will give the location of the furniture and items seen in the picture. The rest of the class will try to draw the picture one step at a time by using bond paper and pencil. Unlock vocabulary as needed.

5.) Show the picture once the students are finished. Compare their drawings with the picture and see who has drawn the most accurate or the nearest depiction of the picture.