Giacomo Sabattini Giacomo Sabattini

TP 5a
Elementary level


In this lesson, students will learn about the Past Simple forms of to be, in the context of birthday party. They are going to practice to reach accuracy in talking about past events.


Abc Exercise 5
Abc B&W pictures
Abc Exercise 3-4
Abc When? clarification
Abc Exercise 1-2
Abc Timeline picture
Abc Rebecca's birthday

Main Aims

  • To provide clarification of the past simple tense in the context of birthday party

Subsidiary Aims

  • To provide accuracy speaking practice in a description in the context of birthday party


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

Ss will look at Rebecca's picture of her birthday party. Ask Ss to describe the picture and produce some statements about it. Elicit related vocabulary (previous lesson main aim). Put Ss into paris and ask them to describe the picture to each other. Ask some Ss for some new detail.

Building Context (6-8 minutes) • To narrow the context to a more specific area for the target language to arise out

Show Ss timeline picture. Draw a timeline on WB, when was Rebecca's birthday? Point "Now" and elicit other points in the past from Ss (yesterday, 1990, 1986, 1923). Ask Ss to listen to the recording R6.1(Rebecca's birthday party). Who is talking? Ask Ss to read and listen at the same time. HO Exercise 1 (folded, ICQ). Play the recording again. Show Ss Exercise 1 on WB with OhP. Ask Ss to work in pairs for part b) exercise 1. (2') Elicit answers WC underlining words on WB.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Ask Ss to turn around the worksheet. In pairs ex. 2, ask them to find all the examples of was, wasn't, were and weren't. (1') Elicit answers from Ss underlining the correct answers on WB. Ask Ss to fill in the blanks with the correct past form of to be, T elicits answers WC and write on WB.

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

- Form: make sure that Ss understand the contracted forms of the verb to be (wasn't, weren't) write the equivalences with the extended forms (was not, were not). [blank ppt] - Meaning: Elicit answers to complete When? clarification on WB with OhP. - Pronunciation: Show Ss Weak/strong form on WB with OhP. Choral drill for example sentences. Ask Ss in pairs to complete the rules with strong or weak for part b) Exercise 3. HO Exercise 3-4 (folded, ICQ). Feedback WC.

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

Aks Ss to fill in the gaps in exercise 4. Show an example on WB. Peer check. Ask Ss to speak in pairs, conversation student A and B. Ask Ss to stand up and go around the class to have the same conversation with another partner. Ask Ss to go back to their seats. Elicit answers to fill the gaps on WB. Student a (T) and student B (WC).

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

Ask Ss to work in pairs and speak ask the questions for each picture. Elicit answers and provide hot error correction if necessary. Repeat the process for each picture.

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

Show Ss Exercise 5 on WB with OhP. Elicit the correct past form of the verb to be. Ask Ss to speak in pairs and ask each other questions. Make sure that Ss don't write down their answers. ICQ: do you have to write? [No] What do you do? [Speak] Ask some Ss for FB. Ask students to stand up, go around the class and do the same speaking exercise with another partner. Ask some Ss for FB.

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