Gulshat Gulshat

Teaching practice 5b
Beginners level


In this lesson the students will start the topic of Films that will also set the ground for grammar of using was/were and if there is time left, they will also do the freer practice activity at the end of the lesson. The students will be introduced the topic of Films, particularly famous remakes, they will do two reading tasks, that are to develop their "reading for gist and reading for specific details" skills. After that, they will be introduced the grammar of using "was/were" in the technique of TTT, and will do the controlled practice exercises to anchor the TL.


Abc Pictures of remakes
Abc Text for reading + 2 exercises
Abc 1st Grammar exercise
Abc Fill the gap exercise

Main Aims

  • To provide gist and detailed reading practice using a text about Remakes in the context of Films

Subsidiary Aims

  • To provide clarification and practice of usage of was/were in the context of Films


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

The students will be shown a picture of the Sheytan film (a Turkish remake of the Exorcist) and a picture of the Exorcist (may be - a very scaring picture:) and they should guess the name of the film. After, they will be asked which remakes they know and teacher will write them on the board. In case if they won't be able to name any remake, the T can show the pics of couple of remakes and ask students if those were good or bad and when they were out. To drill MFP: REMAKE

While-Reading#1 (5-6 minutes) • To provide students with a minimal challenging gist and reading tasks

The students will be given a handout with pictures of remakes on one half and text on the other. The students will be given 1 minute to read the text and then 1 minute to do the matching exercise. FB: Pair work: check the answers. One student comes to WB and writes the right answers.

While-Reading #2 (7-10 minutes) • To provide students with more challenging detailed reading task

The students will unfold the bottom section of the previously given HO and will fill-up the gaps. Then they will be united into 4 groups, check each other's answers and as a feedback, the teacher will ask each group to give an answer on one question. The rest of the class should check themselves meanwhile. There are 4 questions in the task. Instructions: Show the model sentence before. 1. read the text again. Then answer those (show the question by gesture) questions. You have 2 minutes. ICQ: Do we read or write? How much time? (use mime and gestures). 2. Be in groups. Check your answers. The first group, 1st question. Give us your answer. Then the 2nd, 3rd and 4th.

Test (5-7 minutes) • to test students if they are aware of using the Past Tense of to be 'was/were', teach and clarify the MFP and test again

The teacher writes on the WB the years of famous remakes production: 1974, 2005, 2006 (Seytan, King Kong and Mission Impossible). - Then writes under each year: I think it was... (show the pic of Seytan and etc) -To elicit the rest of the answers from the ss. (show pictures)

Teach (5-7 minutes) • to teach and clarify the MFP of "to be" in Past Tense, i.e., "was/were"

After that, the T will write on the board "Was and Were" and will elicit from the students which pronoun to use with "Was" and which with "Were", by using gestures, pointing on herself (I), male (he), female (she) and etc. After, she will write on the board two sentences with gaps (one with 'was' and one with 'were') and let the Ss say the right answer.

Test (7-10 minutes) • to test the students again and anchor the TL

Then, the students will do the 1st exercise, where they should change "to be in Present Simple" to Past Tense. As a FB, the teacher will write the answers on the WB. In case of questions, the T will provide the clarification to make sure that students understood the form of the target language. After, they will do the "Fill the gaps" exercise and as FB they will nominate each other to say the answers or the T will ask the volunteers who want to do it. Instructions: 1. Show the model sentence or write on the WB: is and was 2. Skip the 2nd exercise if time is a factor. 3. Write the number of the sentences on the WB and ask the volunteers to write the right answers

Freer speaking activity (extra activity) (8-10 minutes) • to develop students' speaking skills and anchor the grammar

The students will work in pairs. Each student will write his/her important years and the partner should guess the meaning of the year, saying "I think you were". As a FB: the teacher will be monitoring the speaking activity, eliciting the mistakes and writing them on the WB. Then she can let the students do the self-correction.

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