Burcu Türk Saraçoğlu - TP7
To provide clarification and practice of was were questions, negative, affirmative form in the context of a past event
To provide controlled speaking practice in a conversation in the context of past event by using was were questions, negative and affirmative forms.
Procedure (36-45 minutes)
The t meets the ss with a henna night song in the classroom. She greets them and shows pictures from a henna night on PPT. The ss look at pictures on PPT. T elicits the context from the ss.
T says that the ss will read a dialogue between two people, Burcu and Sherine, about the henna night. The ss write true or false next to the sentences according to the information in the dialogue in pairs. The ss check the answers on their HO by unfolding it, the t takes w/c feedback.
Ss look at the dialogue again and underline the questions in pairs. Here the students are expected to discover the was/were question forms by looking at the dialogue. The form is "was/were + S + place/adjective" or " Wh-question word+ was/were+S". The ss peer-check.
The t elicits the structure of the question form from ss. The t writes the forms on the board by focusing on the different elements of the sentence like auxiliary verb, subject, question word. The t helps ss discover the change in the word order. The t does not move to the next step without being sure that everything is clear for each and every student.
Ss write the questions in the correct order in pairs, first peer-check, and then check the answers by unfolding the HO. First the meaning of each sentence will be clarified, then form will be studied and then the ss will drill the sentences.
The t mingles the class, has new pairs. The ss ask the questions that they have put in the correct order and answer them in pairs, the t takes wc feedback on WB by writing some sample sentences from ss speaking.
The ss are given Find Someone who HO. The ss will walk in the class, ask questions until they find at least one person who says "yes". The students will be encouraged to answer more than "yes/no", they are expected to give detail or extra information. The t monitors the class, takes notes, guides ss, helps if there are ss who desperately need help.
In this step, the t uses her notes from the freer practice. She writes some sample sentences on the board, first focuses on the content of the sentences, then form of them and lastly pronunciation of the sentences.
T t asks ss what they remember and elicits answers from ss, they summarize the class together, t thanks ss and ends the lesson.