Kimberley Ela Glabeke Kimberley Ela Glabeke

Assessed TP6
A1 Beginners level


In this lesson students will review 'was/were' (simple past of to be). They have already covered 'you were' in class before, but the teacher will expand on this through practising formulating interrogatives and drilling. The context will follow in this lesson from the previous lessons on weddings, but if this lesson were to be the first one, it should be introduced to the students thoroughly.


Abc HO with examples on grammar and exercises
Abc HO for 'apples'
Abc HO for 'bananas'

Main Aims

  • To provide review and practice of simple past of to be in the context of weddings.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of weddings.


Lead in (3-5 minutes) • To set the context of the lesson and engage students

In this activity students will brainstorm vocab they know about weddings. * The teacher will start by writing weddings and lines around it to make a spider diagram on the WB * They will ask the students to think back to the previous lesson/what they know about weddings and think of 4 words, they have 1 minute to do this in pairs. * The teacher will then give students pens and ask them to stand up and each write 2 words on the WB. * They will look at it together and the teacher will make sure the WC understands more difficult vocab if some students come up with it and they don't seem to understand.

Grammar (7-9 minutes) • For students to review what they have previously seen in other lessons and to clarify how to formulate interrogative with the past of 'to be'

In this stage the teacher will briefly go over the formation and then explain how to formulate wh-questions and yes/no questions. * The teacher will start by copying the example from the Face 2 Face book on the WB but omitting the 'to be' verbs in the last 2 examples. * She will show the sts the word order of WH questions and ask them to complete the last two sentences as a WC, as the teacher will give the first two as an example. * Then the teacher erases this and draws another 2 columns. And writes the examples given in the book. The students complete it as a WC. * The teacher will check whether or not they understood how to use it through CCQs: - I want to know when the wedding was, what will I ask? - I want to know if my friend went to the wedding, will I ask a yes no question?

Grammar 2 (5-7 minutes) • To clarify the use of being born with the past simple.

In this activity sts will be shown how we use 'born' with the past simple. * The teacher writes 'born' on the WB * Under the born she will draw a time line and write 1991. * Then she will demonstrate through this that it was in the past and it only happened once. So for born we use 'was/were' * The teacher then gives the sts model sentences and drills them: - I was born in 1991. - He was born in Turkey. - Where were you born? * Checks understanding through CCQs.

Choose the correct words- controlled practice (6-8 minutes) • For students to be able to recognise whether to use 'was' or 'were' in the questions from the subject.

* The teacher presents the task by chesting the exercises and explaining the task to students, they have to circle the correct words. * The teacher will write an example (when was/were the wedding) on the WB. They will complete this as a WC. * Teacher will then check the understanding of instructions through ICQs. * HO is given to students and they have 2 minutes to complete the exercise in pairs. * While sts are doing the task the teacher will monitor. * If some sts finish earlier than other, the teacher will instruct them to help their classmates. * Teacher will ask students to check their answers in new pairs and will then give WCFB to ensure error correction is given. * If sts don't understand their mistakes the teacher will explain through CCQs and eliciting from the others and explain again when we use was (singular) and were (plural).

Making questions (6-8 minutes) • For students to be able to formulate questions from the words given.

* The teacher will start by chesting the HO again and explaining that the sts need to make sentences from these words. * She explains that the first question will be made as a WC. * She writes the example on the WB and goes through the stages of the question with the students. * The students will complete this exercise in pairs and have 2 minutes to do this. * Sts then go over their answers in groups of 4. * WCFB is given.

Back to back activity (12-16 minutes) • For students to fill in the gaps and then have semi-controlled speaking activity

* First the teacher divides the class into 'apples and bananas' * Then the teacher explains that through chesting the students should fill in the gaps with 'was' or 'were'. Checks with ICQs. * Apples get the party HO and bananas the wedding HO and they are told to work individually on it for 2 minutes. * In the meantime the teacher monitors and prepares the chairs at the front in a back to back position for the next task. * Once students are done the teacher gives them an answer key for them to check and correct their answers while continuing to monitor students. * Once the majority of sts are finished, she then asks an apple to volunteer at the front of the class with her. * Demonstrates the back to back activity through telling the student to ask her this Q. * Tells students to sit like this and ask each other the questions.

Cooler/ if time activity (0 minutes) • An enjoyable task for students to be able to practice their speaking skills

In this activity sts will stand up and ask each other student a question from the 'sentence making' activity. * The teacher will chest the HO and show ask students to look at the questions they have already made and she explains they will ask each other these questions. * Sts then stand up and mingle and ask each other these questions. * During this time the teacher is listening in and monitoring. If she hears an error she will write it down and give delayed error correction briefly before the end of the lesson.

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