Lesson Plan · Spotlight 3

Spotlight 3, Unit 1 – Tell Me About Your Summer: “I stayed home this summer” Lesson Plan

A complete 2-session lesson plan covering summer vacation activities, regular vs. irregular past verbs, and -ed ending pronunciation (/t/, /d/, /ɪd/) for 9th-grade classes.

Spotlight 3 Unit 1 Lesson 2 I Stayed Home This Summer lesson plan cover TeachersMap

Talking about vacation memories gives students a natural context to master past simple structures and past tense phonetics. This two-session lesson plan for Spotlight 3 (Unit 1, Lesson 2) connects summer activity collocations, regular and irregular verb sorting, and regular -ed pronunciation rules through interactive speaking tasks.

Structured specifically for Moroccan 9th-grade middle school classes (3ème ASC), every stage incorporates seated row pantomimes, peer checking, and desk board games to maximize oral output in large classes without losing classroom control.

Grade

9th Grade (3ème ASC)

Unit / Lesson

Unit 1, Lesson 2 (Sessions 1 & 2)

Skills

Listening, Speaking, Reading, Writing

Time

2 Sessions (55 min each)

Lesson Objectives

By the end of these sessions, students will be able to identify 9 vacation activities, distinguish regular vs. irregular past verbs, ask/answer questions with “Did you…?”, and pronounce past regular -ed endings (/t/, /d/, /ɪd/) with 80% accuracy.

What’s Inside the Lesson Plan

Row Pantomime Game utilizing “Did you…?” questions to engage entire seating rows actively from their desks.

Regular vs. Irregular Verb Sorting Chart derived from Camilla and Moustafa’s contextual dialogue.

Phonetic -ed Discrimination Drills teaching simple mechanical rules for /t/, /d/, and /ɪd/ endings.

“What did you do…?” Desk Board Game using simple coins or erasers for low-prep pair speaking practice.

The full plan includes stage-by-stage timing, teacher procedure notes, and interaction patterns formatted in TeachersMap’s standard layout — ready to print or follow directly from your laptop.

Teaching Tips for This Lesson

💡 Hand-on-throat vibration technique: Have students place their fingers on their vocal cords when contrasting /t/ (unvoiced, no vibration) and /d/ (voiced, vibration) to make phonetics intuitive.

💡 Simplified -ed rule: Teach learners that only verbs ending in ‘t’ or ‘d’ get the extra syllable /ɪd/ (e.g., *visit-ed*, *start-ed*) to prevent over-pronouncing /ɪd/ on every verb.

💡 Seated pantomimes: For the miming activity, keep the volunteer standing at the front of their own row so every student has a clear line of sight without moving across the room.

💡 Pair drilling rotations: Use the Green Box speed-challenge in pairs to drill past regular verbs with immediate partner correction before starting the board game.