Teaching Practice 3
To provide meaning, form, clarification and practice of the verb be in past tense as was and were
To provide fluency, accuracy and practice using the verb be in past tense and to make questions with the subject you
Procedure (45-59 minutes)
Check if students remember who Rebecca's grandmother is (Margaret) and ask which photo shows her thirteenth birthday party (photo B). Show picture on powerpoint. Explain to Ss that you will play a recording and Ss will (gist) listen and decide if it was a good party or not. Check answers with the class.
Ask students to 'read the sentences in exercise 6 b). Show on powerpoint also. Give Ss the handout. Give them time to read the questions, then play the recording again (R6.2). Ask students check answers in pairs. Check answers with the class.
Explain next exercise draw table on WB. * Focus students on the table on the board. Elicit which words in questions 2 and 3 from 6b) go in each column and let them complete the table. * Highlight the word order of questions with was/were: (question word) + was/were + subject + ... . * Compare the questions in the table to questions with to be in the present. * Check Ss have written the correct short answers
a)There are two ways to pronounce was and were: the 'long form' and the 'short form'. Show this on the screen. Play recording R6.3, have Ss listen and notice the difference between the strong and weak forms. Play the recording again if necessary. The recording includes the strong and weak forms of was and were in the table and the example sentences under the table. b) Highlight that the strong forms of was and were are stressed in sentences, whereas the weak forms are unstressed. Ask students which sentences are long and which ones are short. Get WCFB In statements and questions was and were are usually weak and therefore unstressed. In short answers was and were are strong and therefore stressed. Point out that there is only one pronunciation of the negative forms wasn't and weren't, and that these words are always stressed.
Explain exercise before handout. Make questions with you. 1. /at work yesterday? Were YOU at work yesterday? 2. Where/last night? Where were YOU last night? 3. /at home yesterday afternoon? Were YOU at home yesterday afternoon? 4. Where/on your last birthday? Where were YOU on your last birthday? 5. /in this class last month? Were YOU in this class last month? 6. Where/ last New Year's Eve? Where were YOU last New Year's Eve? Check the questions with the class. Drill the questions with the class. Ss take turn writing answers on WB.
Students work in pairs and take turns to ask and answer the questions. Encourage Ss to give more information and ask more questions if possible. Ask Ss to share interesting informatio. with the class.
Change partner variety in class. Put Ss into pairs, student A and student B. Explain exercise. Give out handouts accordingly. Student A's turn to SB p113 and student B's turn to SB p119. Check they are all looking at the correct exercise. a) Students work on their own and write questions with you or your about when they were thirteen from the prompts. While Ss are working, check their questions for accuracy and help with any problems. b) Ss write their answers in the you column. c) Students work with their partner and take turns to ask and answer their questions. Ss should write their partner's answers in the your partner column. d) Write Tom and I were both happy at school. on the board to show Ss that both comes after the verb be. Write I was happy at school, but Vanessa wasn't happy, on the board. Cross out the second happy to show students that we don't repeat this word. Ss work with a new partner from wither group A or group B. They take turns to talk about themselves and their partner, using the information from their table in a). Monitor for accuracy and help Ss with any problems.