I was there
The main aim will be about grammar. To provide knowledge in how to use the past form of verb to be (was, were) in statement and question forms,
Along with the focus on grammar, some target words of places will be taught. Using these target words will help Ss produce proper spoken/written input using the target grammar. Ss will also be exposed to a short audio and reading text to elicit the grammar rule of today's lesson.
Procedure (45-59 minutes)
I am going to start my lesson with a picture of me, my fiancé and my family in Taksim, telling the students what I did a few weeks ago. I will tell them about what I did when my family was here and I want to elicit more places from them about me and the places I went to in those pictures. This way I will be able to elicit names of places and indirectly getting them ready to get exposed to the target language.
I will show the Ss pictures about things they can do. Things I know a few of them might have done last week or in the past. This way, I want to elicit the target vocabulary through using their previous knowledge about the words from the pictures I am showing. After that, I will hand them a HO with pictures of the TL. They have to match the words with the pictures. I will give them some time to check their answers in pairs and later I will get the answers from them.
For this exercise I will hand them a HO that has a short reading text. They have to read it silently and fill in the blanks. This way they get used to the TL we are going to use in this lesson. When they are finished I will get the answers from them by calling Ss' names.
During this stage I will give Ss a HO with incomplete information about the TL 'were, was, weren't, wasn't'. There are some empty gaps which the students are going to fill themselves using the text from the previous stage. The Ss are expected to fill in the gaps giving answers about the TL rules (was, were, wasn't, weren't) To make sure that Ss get the concept of the TL, I am going to hilight the rules by asking some Ss to write the answers on the board.
They will use the same HO as they were using during the previous stage. For this exercise they have to fill in the blank spaces in the sentences using 'were, weren't, was, wasn't'. After I will ask them to write down the answers on the board and I will check them together with the whole group.
I am going to group the students for this exercise. I have a set of sentences but I am going to cut every sentecne into slips with only one word left on each small piece of paper. The sentences will contain questions. When they are finished every group will write one sentence on the board and we will check them all together. To do this activity, I will write a sentence with the wrong word order. I will ask Ss to put in the a statement form and then encourage them to put it in a question form. This way, I will get different responses from Ss and elicit the TL (where were you?)
The last exercise is going to be a speaking activity called 'Find where someone was...'. Every student will be given a worksheet with prompts and they have to fill it out by asking each other randomly and trying to find out where their friends were. A limited time will be given to fill out the worksheet. Once the time is up, students will sit back and I will ask them to provide me with the information about where their classmates were.