Ilaha Ilaha

Good and bad times, three generations, TP 6
Elementary A1/2 level


In this lesson I am going to present grammar on past simple (be) and arrange speaking activities for fluency and accuracy using past simple(was /were). The lesson will start with a warmer on the topic followed by grammar presentation and practice and free speaking task


No materials added to this plan yet.

Main Aims

  • • 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

Subsidiary Aims

  • • To provide accuracy and fluency speaking practice in a conversation,dialogues in the context of family, generations


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

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?

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

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

Highlighting (2-4 minutes) • To draw students' attention to 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

Clarification (6-7 minutes) • To clarify the meaning, form and pronunciation of the target language

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

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

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

Semi-Controlled Practice (6-7 minutes) • To concept check further and prepare students for free practice

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.

pre-teaching (2-4 minutes) • before the speaking activity the students need to know how to say years in English

How do we say these years in English T elicits and explains how to say years in English

Free Practice (6-7 minutes) • To provide students with free practice of the target language

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

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