Sola Sola

Grammar and listening
beginners level

Description

In this lesson, students learn how to use the grammatical structure of verb to be in the past simple, in terms of asking questions and giving short answers. Mostly YES or NO questions. There will be listening as well in which the students will listen for a specific information. Follow by another listening -grammatical exercise- for further clarify the grammar structure and how it used, and check errors for correction. There will also be new vocabulary which I'll try to elicit their meaning, drill, write the form and check their stress.

Materials

Nkurzpsrreumrtivv0c8 24 8.6 CD
Html?size=16&default=html Pictures
Oazwrliesda9kvadobdz groom and groomsmen picture.
Iwew0ncuqk612dhi6qkd albanian wedding ceremonies for dummies Picture.
Kljdnwgzrnyukeegh9mw ex 4.c Hand out.
Ipqgtvvlt56eplzbilw6 ex 5.d Hand out.
1qlrwxlatxutaydkk1fd ex 8 hand out table cut Hand out.
El9fp2ntsmmlrjt9jonu ex 9 Hand out.
Ruamkn3gtqellxjlob6z ex4.d hand out wall cut. Hand out.
Zf1nmsrvsvac3sshzbep ex7.a Hand out.
Nqomt6vyrgqirkuknkig ex7.b hand out and wall cut Hand out.
5qr9bwjxqgmsqsjjqv0n 25th wedding anniversary songs 4 picture.
6hfvtkwhsukomfvbcb3w big fat indian wedding Picture.
Igdcbpeyt2lplxsqfo7l 25 8.7 CD track.
Abc white board
Abc Lap top, CD player.

Main Aims

  • To provide clarification of Verb to be in past simple tense. in the context of asking yes/no questions and wh questions.

Subsidiary Aims

  • To provide specific information listening practice using a text about wedding anniversary

Procedure

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

I will show the students some pictures related to the wedding subject. I will try to elicit the new words, if SS mange to get them right, I'll start concept check them using this CCQs. CCQ1: dose the the bride wear blue or purple in her wedding? Answer: no, she wears white. CCQ2 : do we celebrate wedding anniversary after 18 years of marriage? Answer: no, after the 1st year. And every year after. Then I'll write the form in the WB. Then show the stress. All this in the assumption that the i could elicit the new vocabulary from the student, if i couldn't I will simply give it to them and then do all above.

Pre-Reading/Listening (6-8 minutes) • To prepare students for the text and make it accessible

I will play a CD the to the students. I'll ask them to listen carefully. Then I'll hand them a hand out with questions related to the subject. They will answer it, then in pairs they will check their answers. Then I will ask them to come to the WB and choose the answer "visual feedback".

Listening 2 (5-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I will ask the students to listen again to the CD track. And I'll hand them a hand out with questions they need to answer. And after the listening they need to check their answers together, I'll ask them to stand up and find the answer keys in the walls around.

Explain grammar: past simple of be. (10-12 minutes) • To provide students with a clear grammar structure for the use of the past simple in terms of asking questions.

I'll elicit the form of verb to be in the present and in the past. Then I'll try to elicit the right form by asking: can I say "Was your sister home now?" the SS may say its wrong form, I'll ask why. Then I hope they would say because "was" can't work with "now". And the right form is : is your sister home now? Then I'll use another question : can I say : Are you playing football yesterday? The students will say its wrong structure, because "are" can not be use with "yesterday". And the right form is were you playing football yesterday?. Then I'll point out that to ask about the past we use verb to be, we only use was/were. And we can also use WH questions ( Where and When+ verb to be in the past simple was/were).

Listening and practise. Exercise 7 (4-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will play a CD track for the student to further checking there concept. Then I'll hand them a hand out in which there is an exercise related to the grammar. I'll arrange there sitting to make sure I change the pairs. Then I'll ask them to work in the exercise together. Then I'll put the questions on the white board and I'll ask the students to come out and choose the right answer.

Exercise 8. (5-7 minutes) • To further practice the grammar structure.

I'll put the students into 4 groups and give each group a 5 cut out sentences and I'll ask them to put it in the right order. I'll ask them to find the answers keys stick in the wall around. Then afterward I'll put them in pairs and ask to answer the questions.

Exercise 9. (3-6 minutes) • To ask questions using WH questions with was and were.

I'll put three names of people that I know in the white board and I'll write down 3 questions: 1-who's -------? 2-when was he/she born? 3-where was he born? Then I'll ask the students to ask me this 3 questions about the 3 people that I got. Afterward I'll re-pair them and ask them to do the same, write down 3 names of people they know and in turns each one ask the other questions about them.

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