Introduction:

Lesson Plan:

Objectives:

To provide practice to change the verbs from present tense to past tense (both regular and irregular form).
To provide a practice to write a diary using past tense.

Resources:

Worksheets, a VCD, the copies of the text, a big book, sentence scripts, computer room

Procedures:

Introduction:

a. T begins the class by brainstorming the topics ‘What did you do in the past?’. Narrative tells what happened in the past. T writes the questions on the board and asks them: “Where were you born?”, “What did you do last week?”

b. Then T shows the big book (See Appendix I) and asks the PPs to guess what the story is about from the cover of the big book.

Presentation:

a. T plays the VCD but without the sound. PPs watch it silently.

b. T then asks PPs to re-arrange sentences (See Appendix II) in correct order. They work in pairs. T rewrites the story in present tense beforehand.

c. T plays the VCD again to check the answers.

d. T reports what Goldilocks and the bears did with the help of the big book. T reads the text in big book to PPs. T distributes the texts. PPs read the texts silently.

e. T asks PPs to circle the past tense form of the verb on OHP in pairs. PPs read the text again and find out the answer at the same time. T checks the answer with PPs.

f. T informs PPs that the past time concept is expressed in different ways in different languages. Chinese rule is different from the English rule. In Chinese, time concept is different. The past time concept may be expressed in last week or yesterday. In English, the past time concept is cooperated in the verbs in regular or irregular way.

g. T distributes Worksheet1 (See Appendix III). PPs need to match the present tense and past tense. They work in pairs. T checks the answer with PPs.

Consolidation:

Story Dominoes: T distributes the domino cards. PPs retell the story by using the domino cards (See Appendix V) with two nouns on each. PPs work in pairs.

Extended Activities:

a. T distributes Worksheet 2 (See Appendix IV). PPs need to fill in the gaps of the diary of Goldilocks.

b. T tells PPs that Goldilocks did something wrong and she was afraid. T asks PPs if they have done something wrong and feel sorry about that. T asks PPs to write a diary. T then draws a chart on the board with the words, ‘When’, ‘Where’, ‘What’, ‘How’. T then asks pupils to write a diary Worksheet 3 (Appendix VI) by themselves at home. e.g. Last week I broke my father’s vase at home when I played football.

Appendix II

Sentences strips:

There are three bears, a father bear, a mother bear and a baby bear.
They sit down to breakfast.
The bowl is too hot. They go for a walk.
Goldilocks walks into the house. She eats the food all up.
She goes into the living room and sees three chairs.
She sits on three chairs. She feels tired
She goes into the bedroom and she falls fast asleep.
The bears come home. They go to the kitchen, the living and the bedroom.
She wakes up. She sees three angry bears looking at her.
She jumps out of bed, runs out of the house and never comes back again.

Appendix V

Story Dominoes:

Bear	Breakfast
Breakfast	Home
Home	Goldilocks
Goldilocks	Food
Food	Living Room
Living Room	Chairs
Chairs	Bedroom
Bedroom	Bed
Bed	Home
Home	Kitchen
Kitchen	Living Room
Living Room	Bedroom
Bedroom	Goldilocks
Goldilocks	Bears

e.g. The bears sat down to the breakfast

The breakfast was too hot. They came back later.

Appendix IV

Worksheet 2

The diary of Goldilocks

Sunny Sunday

I e.g. went to the woods this morning. I _______ a house. I ________ into it. I _________ three bowls. One _________ too hot. One ________ too cold. One _________ just right. Then I __________ it up. I _______ three chairs. I __________ on one of them. I _________ into the bedroom. I ________ three beds. I ________ on one of them. Soon, three bears _________ home. I _________ out of the bed. I _________ away.

Appendix VI

Worksheet 3

Appendix III

Worksheet 1 (OHP)

Matching:

e.g. go/goes	went