I am going to show students some photos of famous people, some who are still alive and the others who are dead now to clarify the difference between past and present. Saying: he is ...... she is....... he was ........she was...... they were..........is he .....? was he.........?

Students are going to read a text (HO 1) about a birthday party and what happened in the party, after reading the text they are going to go through the text again and find all the examples of was, were, wasn't and weren't. In this way students are exposed to the target language by a piece of reading to read but not in details. I just want to raise their awareness to be ready for the next part which is highlighting or presentation.

At this stage I am going to focus on one specific sentence extracted from the reading text to giving them a clue to help me write the full sentence on the board. Through teacher presentation method, I am going to use the sentence for clarifying the meaning, pronunciation and form and also CCQs.

At this stage I am going to start clarifying the meaning, pronunciation and form. Also some drilling (not by students) by putting form on the board. And CCQs as follows: 1- I will give them clues to help me write the sentence '' It was a great party'' on the board. 2- I start clarifying the meaning and then using substitution drills for other subjects using CCQs. 3- I will go for pronunciation then and clarify it for them by modeling and some repetition. 4- Finally I will focus on form. Subject + was/ were + adjectives and nouns.

Students are going to have another text about a different person's birthday party (HO 2) to choose the correct verb form (was, wasn't, were and wren't). After finishing the task they should check the answers in close pairs being closely monitored by the teacher. At this stage I am going to concept check and prepare them for more meaningful practice. WC FB

At this stage I am going to give students a more challenging HO (3) than previous one (designed by the teacher) for a further concept check and making them ready for the freer practice. In this HO, they are given two options to complete the sentences in a way the sentences make sense. Finally they are going to check the answers in PW and then the teacher gets a FB and provides them with the answer key.

At this stage the teacher gives them 5 questions (designed by the teacher) (HO 4) to answer about themselves, in this way I can personalize the task and in a mingling activity they ask each other the same questions in pairs. the teacher monitors them while they are doing the freer practice of the TL.