Good and bad times, three generations, TP 6
Elementary A1/2 level
• To provide clarification and review of Past Simple:be was/were, Questions and short answers in the context of Good times, bad times, three generations
• To provide accuracy and fluency speaking practice in a conversation,dialogues in the context of family, generations
Procedure (34-45 minutes)
In the previous session, the students discussed their birthday celebrations T asks the students to think about their last birthday party or celebration, which they just discussed in the previous session. The students working in pairs ask each other the questions on their birthday celebrations; such as Where was the birthday party? How was the party? Was it interesting? How many people were there?
T uses one of the birthday celebration details of the students; Eliciting some sentences from the WC about the context One of the ss is used as a model and his party details as context for the target language
T chooses 2 examples form the context Where was the party? Was it interesting? T draws the attention on the usage of was / were 2 different forms of questions are highlighted in here
T uses the example sentences to clarify the meaning of was/were T shows how to use them in question structures. T uses example sentences, such as where was the party? Was it interesting?- showing the difference between two ways of setting questions with was/were. T is going to elicit questions words, such as who, how, where, when, etc.from the students and show the word order in questions. T shows the students how to use short answers with was/were
T gives the students some practice exercises to strengthen their grammar knowledge. The students are going to make question sentences putting the words in the correct order. Then they will have another task to put question words and was/were in gaps to complete the structures
T gives the students the sentence to make questions using 'you ' and was/were in it. The students are making question structures addressed to the second person. First, they do it in written form and check in pairs after completion. The teacher is going to ask the students to mingle around the class, ask different people the questions, and answer their questions changing the roles. After the students complete, the mingling activity they take their seats and give some information about each other.
How do we say these years in English T elicits and explains how to say years in English
T asks the students to write the names of 5 people in their family, for ex, Sarah, Amy, Fatma, Ayse, etc The students work on their own and write names of five people in their family. The ss work in pairs and take turns to ask each other about the people their partners has written down T encourages the ss to ask more questions about these people