New lesson plan: Questions with was/were lesson

Alla Malkina

Questions with was/were lesson - A2 Elementary level

Questions with was/were lesson
A2 Elementary level

Description

In this lesson students students will be exposed to questions with was/were. After clarification they will have controlled, semi-controlled and free practice where they will be able to produce TL.

Materials

Face2Face E|ementary Student's Book p.111, 119

Face2face Elementary Student's Book p.47

Visuals

Cutouts

Face2Face E|ementary Student's Book p.111, 119

Face2face Elementary Student's Book p.47

Visuals

Cutouts

Main Aims

To provide clarification and practice of questions with was/were.

Subsidiary Aims

To provide accuracy speaking practice of questions with was/were.

Procedure (41-52 minutes)

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

T shows a picture of Lily's thirteenth birthday party. T: This is Lily. Lily's thirteenth birthday party was yesterday. When was Lily's birthhday party?-Yesterday All together: When was Lily's birthhday party? Where was Lily's birthday party? At the park. All together: Where was Lily's birthday party?

Listening for gist (3-4 minutes) • To provide listening for gist

This is Rebecca and her grandmother Margaret. Listen to their conversation about Margaret's thirteenth birthday. Was Margaret's birthday party good? Why? Why not? Check in pairs. WC FB

Listening for details (5-6 minutes) • To provide listening for specific information

Listen again and answer the question. Work alone. T gives the HO. Check in pairs FB:Turn the page and check with the answer key.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T reflects the table with the TL on WB. Teach asks the students to read questions in the table. T highlights the word order of the questions on WB. Is birthday one or many? Was or were? Her friends-one or many? Was or were? On the examples of the questions form the listening task T elicits which word goes to which column in the table. With the help of the class teacher fills in the table.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

In this envelope I have these. In groups make questions. T. demos the tasks. T elicits colours: What is this colour? Green, yellow etc. T divides the class into groups:1, 2, 3. group 1 sits here, 2- there, 3- there. T chests the envelopes. Now stand up at check the answers. WC FB: Group 1- Read the green question. T writes on WB. Do you agree-tick. Group 2-Pink question. FB:T writes all the questions on WB.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Model the task by addressing the first question to one student from the class. T: In pairs ask each other these questions. Do you work in groups?-No, in pairs. Monitor, make notes. FB: ask one student to tell the WC class about his/her partner. Monitor, make notes.

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

Give students the handout with the prompts. Instruction: "Stand up. Find two friends and ask questions with these words about when you were thirteen." Direct the question to one of the students and elicit the answer. T: Were you tall? Then get them to mingle, pick up good use and errors in pronunciation and grammar. Elicit correction of errors verbally in whole class feedback.