New lesson plan: Past Simple Tense (was-were/wasn't-weren't)

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Past Simple Tense (was-were/wasn't-weren't) - Elementary level

Past Simple Tense (was-were/wasn't-weren't)
Elementary level

Description

In this lesson, students will learn about "Simple Past Tense-was-were-wasn't-weren't. The topic is about "Three Generations" so as the lead-in the teacher will start off with talking about her birthday only using "was-wasn't, were-weren't". Then the teacher will show two pictures which are black and white and in colour and ask some topic related Qs set on the page of the book of Face2Face, Elementary Book. After that there will be a listening activity. Students will listen to a track about birthday and try to find who is talking by looking at the pictures with people and names on it. Afterwards over the same text, stds will look for some specific word(s) like food - hamburger or drink- coke. Next activity will be a guided discovery activity on the page of the same book which is about reading (3a) the text and then fill in the blanks in the grammar part with the guidance of the text. After this activity, stds will do some drilling of the grammar point(was-were-wasn't weren't) along with identifying the strong form and weak form of was/were. Then on page 47 of the same book they will do a choose-the-correct-words activity. As the post-teaching, the teacher will ask students to talk about their own birthdays. First they will talk to each other and then the teacher will nominate some stds to talk to the WC.If the teacher has extra time left ,she will prepare a matching activity and then the lesson will be finished.

Materials

Gwtkfkuhsqga0aa4bast three generation(simple past tense)

Listening, reading, controlled paractice, a guided discovery activity, speaking.

Main Aims

Grammar: To provide stds with the past forms of "be" which are was-wasn't/were-weren't. This will be done through the context "Three Generations: Birthday".

Subsidiary Aims

Listening: To provide the grammar point (was-were-wasn't-werent). Then they will listen first and find out whose birtday it is (listening for gist) then they will look at the text to underline the some things to find in the text (specific information) and finally they will read again to fill in the blanks (Grammar) in activity 4a(pg 46)

Procedure (31-42 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context which is "Three Generations-Birthdays" and engage students into the past form of "be" with a short story from the teacher about her birthday

The lesson will start off with a short story which has the past versions of "be". The teacher will talk about her birthday briefly and then she will ask what the topic of today about. She will emphasize "was-were-wasn't-weren't" while telling the story specifically to help the stds guess the topic.

Exposure (4-5 minutes) • To provide context for the target language through a two pictures and some context questions related to the topic.

On this stage, stds will be given two pictures and they will be asked to look at them and answer some questions like "What is their relationship, how old are they, do you think, whose thirteenth birthday parties are the photos A and B?"This will be a good step to get the stds to be acquianted with the context.

Highlighting (3-5 minutes) • To draw students' attention to the target language

On this stage, std will have the chance to see the grammar point in a proper text. Here, first they will listen and find out who is talking which will be listening for a specific information. And then they will read the text themselves and they will try to find the things in the text like food-hamburger, drink-Coke,etc. and then they will do pair check. And the final check will be done WC.

A Guided Discovery Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

On this stage, std will use the same text that they used for listening activity and underlining the things such as food-hamburger, drink-Coke,etc. This time they will do a guided discovery practice. Here, they will read the text alone and then they will fill in the blanks in the grammar section. Finally they will do pair check. Then there will be WC feedback time.

Clarification (3-4 minutes) • To clarify the meaning, form and pronunciation of the target language

On this stage, the teacher's main aim is grammar so she will follow the MFP. The meaning will be sort of cleared in the lead-in session because the teacher will talk about her birthday in the past so that they will have already learned the meaning of past version of "be". Form will be cleared through the guided discovery session. They will have filled the blank with the correct form of "be" in the past which will show that they already know its form. And finally, the teacher will showcase the pronunciation of "be" in its past form. She will write the sentences and then elicit the weak form and strong form of verb "be" from the students via saying them with strong intonation.

Controlled Practice (4-5 minutes) • To concept check further and prepare students for free practice

On this stage stds will do a controlled practise. They will read a text about Helen's birthday party and they will choose the correct words such as "I was/were born in England." They will work in pairs and then they will check each other. Then the teacher will nominate the stds to get the answer from the WC.

Free Practice: Speaking. (8-10 minutes) • To provide students with free practice of the target language

On this stage, std will look at the context again and this time they will talk about their own birthdays or someone else's birthday. They will first speak in their pairs and then the teacher will nominated the std and will make them speak about their friends birthday to check if they listened their partner carefully.