CEP Lesson Plan Template

Teacher/s: ______Skye Tyler__________

Level: Elem 2 Date/Time: 11/1/2017

Goal: Students will gain a deeper understanding of the nature of the word do/does/did and
how it helps other verbs to function. Students will learn how to construct negative sentences in
the simple past as well as form questions in the simple past.
Objectives:
Students Will Be Able To
1. Recognize and produce negative sentences in the simple past.
2. Differentiate between was/were questions and did-supported questions in the simple
past.
3. Correctly formulate questions in the simple past.

Theme: ____What does did do?_____________

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

Review or Preview (if Linking & Transitioning to rest of lesson: (for example: 15
applicable) SS-T) mins.
Homework Review: pp. 42 ex. #1, 2, 3, 4

Activity 1: Simple Past 1.1 Pre-Stage:

Negations
Weve spent a lot of time reviewing the
simple past and irregular forms in it. Now
were going to practice making negative
sentences and questions with it. T-SS

Lets all turn to page 82 in your books and

look at the article called Flight of the Silver
Queen. I want you to underline every time
you see a sentence in the negative while
youre reading.
SS
[Ss read, underline]

Now Ss, what sentences did you see that

were negative? Can you read them? [Have SS-T
students take turns reading each negative
sentence from text]

1.2 During-Stage:
Now I want to step back a minute and
check in with you all by asking a few
questions!

S1, how are you doing? Im sorry, its rude

of me to not have asked you at the
beginning of class! [Ask all Ss, answers will T-SS
SS-T
be "I am good" etc.]
T-SS
S1, what are you doing? [Ask all Ss, SS-T
answers will be "I am sitting here in class"
etc.]

These questions both use the word do,

right? What about this one: What do you T-SS
do?
What does that mean? [make sure
students understand its asking about
SS-T
their job; ask Ss each what they do for a
living (or did in their home country). Write
answers on board.]
Notice none of you answered with the
word do.
We don't normally say, for example, "I do
teaching." We say I am... or I work
as/in... [use a variety of Ss examples]
T-SS
So do is a verb and we use it in a lot of
ways. But usually it doesnt mean much.

What did I just say? I said "it doesn't

MEAN much."

Then I said "What did I just SAY?"

So notice do is used very often but

usually you find another verb following it,
a more meaningful one like "to mean" or
"to say."

That's why we often call do a "helping

verb." It helps the other verbs to work.
It actually does help us A LOT.
Look back at the underlined sentences T-SS
from the article. How were negative past SS-T
tense sentences written? (with the word
didnt)

[write on board: You went to a party last

night.] T-SS
Can anyone turn this sentence into a SS-T
negative sentence? (You didnt go to a
party last night) T-SS
Good, this sentence is about the past, SS-T
right? But what form of verb is "go"?
(base)

So when you make negative sentences T-SS

with "do," you don't have to even worry
about whether the past tense is regular or
irregular - all you have to remember is the
past tense "did."

Now somebody make this sentence

negative: [write on board: They made a
SS-T
movie about Benjamin Franklin.] (They
didn't make a movie about Benjamin
franklin.)

Notice again you don't have to worry

about the fact that make is irregular. In T-SS
the past tense we'd normally say what SS-T
past tense of to make? (Made.) But here
all you need is the base verb and the verb
did and the word not. We usually use the
contraction didn't.
T-SS
Notice also that the word didnt doesnt
change when we use the different
subjects I, you, we, or she/he/it. It stays
the same.

Isn't that helpful?

1.3 Post-Stage:

Transition to #2:
Now were going to practice
using the past simple in
questions. Its very similar to
the way we form negative
sentences.
Activity 2: Past Simple
Questions
We all have daily and weekly habits, right? SS-SS
But sometimes we dont stick to our habits. I
want you each to come up with a list of five
things you normally do that you did not do
this week. Then share your list with a
partner and remember at least one
interesting thing from their list.
[once students have shared their lists:] S1,
what was something interesting that you
SS-T
found out (partner) usually does but didnt
do this week? etc.
Tangible Outcome & Assessment 50
Ss will recognize negative forms of the mins.
past simple in the textbook article. They
will then be introduced to the myriad,
oft-confusing nature of the word do,
hopefully to be comforted by how helpful
it is in forming negative sentences, as
there are no irregular forms or
subject-verb agreement to remember. Ss
will finally practice writing sentences
about things they did not do, share with a
partner and report some findings to class.
T will be listening to ensure that
grammatical forms are used correctly and
on-the-spot corrective feedback will be
used as needed.
2.1 Pre-Stage:
Im going to play an audio file [audio track
#37] with an interview about the Silver
Queen. As youre listening, write down all T-SS
the questions you hear. [play audio twice]
S1, how was the first question asked?
S2, how was the second question asked? SS-T
S3, how was the third question asked?
2.2. During Stage:
So weve already studied in the previous
chapter how to ask questions using was
T-SS
and were. For example, from the
interview we just heard, How dangerous
was this journey?

Can anyone give me a question asking

Who was or who were...? SS-T
What about What was...? or What
were...?
What about starting with When
was/were...?

In all of these examples, what is the main SS-T

verb? (was/were)

Okay, what about in this example: Did

you like the movie Batman? What is the SS-T
main verb here? (Like)

So when do we use do in questions? SS-T

(When theres another verb!)

Its really similar to saying negative

sentences in the past. You have did to
help the other verb in the question and T-SS
that second, or main, verb stays in the
base form.

2.3 Post-Stage:

[Distribute (What/How/Who/Why) Did

you...? hand-out. Given the prompts (such
as Ask: if they celebrated Halloween),
have students ask a separate question to
each different partner s/he talks to.]

Now I want you all to circle around the

room and ask a different one of these T-SS
questions to each of the people you talk to.
So you should have 8 different answers
from 8 different people.

[Ask each student to report to the class one

interesting answer from their interviews, SS-SS
e.g., Ruslan didnt speak English to anybody
 except our class this week.] 55
mins.
Tangible Outcome & Assessment
Ss will listen to an audio track interview
and extract the questions from it,
categorizing the questions by was/were
type questions or did-supported
questions. They will understand that did
is used when there is another main verb in
the question. Ss will then practice asking
simple past questions of their classmates,
answering them, and reporting back
interesting findings to class. During
practice with the interview worksheet, T
will be noting down student errors to be
worked on after the interview practice (or
in the next class session, if time runs out).

Wrap-up Workbook pp. 40 ex. #4, 5, pp. 41 ex. #1

Materials:
Life textbook pp. 82
Audio track #37
(What/How/Who/Why) Did you...? interview worksheet

Anticipated Problems & Suggested Solutions:

Contingency Plans (what you will do if you finish early? need to cut LP? etc.):
If the lesson finishes early, students can get extra practice by completing info-gap activity #11 on
pp. 83, about three pilots in 1999, asking each other questions to complete the text and
comparing this journey to that of the Silver Queen in 1920.

Post-Lesson Reflections:
I find that students almost always like interviewing each other with semi-structured questions
and stay alert during the all-class reporting stage, so the two practice activities in this lesson
went well. Since this was literally an introduction to the formation of simple past negatives and
questions, I did notice several errors in production, especially during the question-formation
stage, which gave me several teachable moments with which to direct students attention to
correct grammatical form.