To be: past form/affirmative/negative
To present and practise the simple past of "to be" (positive and negative forms) in the context of the place of work.
To develop productive skills (speaking)
Procedure (32-46 minutes)
-T organises small groups (four). -T gives instructions for lead-in task: shows pictures, asks students to discuss the pictures ("where are they?") -T asks each group, writes on WB "at a meeting, "in hospital", "on holiday", "busy".
-T gives instructions for reading task: shows handout, tells students to quickly read and answer two questions (writes on WB: how many people in the text? is it about the present or the past?) Work alone -I C Q 's : you read slowly or quickly? quickly. Work alone or in pairs? Alone. -Time limit: one minute. -T asks students to check with partner. -T asks WC answers (how many? 6. Names? Present or past? Why?)
-T asks students to underline verbs and circle subjects in the text (demo on WB). -T asks students to check with partner. (T writes sentences on WB: three people were at the meeting, I was there..) -T asks WC verbs and subjects (underlines and circles on WB).
T clarifies meaning: is it present or past? today or yesterday? T clarifies pron: repeats the sentences, marks stress, highlights weak form T clarifies form: corner of WB (I was, you were..) eliciting from students. Back to the sentences, T asks what is the negative form of was and were, writes on WB, work on pron again (focus on weak form of "wasn't" and "weren't). -Following the pron work on "wasn't" and "weren"t, T gives instructions for listening task: shows handout, tells students they will listen to the CD, listen carefully and choose was or wasn't, were or weren't (demo on WB, T circles to show how they choose) -I C Q: talk or listen? listen. Circle? was or wasn't.. -T gives students some time to read, then 3,2,1 listen. -T makes them listen again if necessary. -Check with partner. -Writes answers on WB (they self check). -If not clear, T does a bit of pron again.
-T sticks pictures on WB + writes "you weren't at the meeting yesterday. Why?" -T gives instructions for freer practice activity: asks one student to come at the board, points at the question (encourages the student to ask me the question), answers (for ex: I am sorry, I was in hospital, points at picture), then switches roles (T asks, student answers using a picture from the board). T sends the student back to his seat. I C Q: one angry boss, one sorry employee, talk and change. -T organises pairs (angry boss/ sorry employee), start! -T monitors (listens to pairs, makes sure they use TL correctly. -If time left, make them change partners (mingling)