nesma ahmed nesma ahmed

Good and bad times
elementary level


In this lesson the students are going to study and talk about some famous people from all around the world and use past simple tense to describe them. They will try to make a some past simple Wh questions and give answers.


Abc listening audio
Abc face to face elementary p.49
Abc video about history makers
Abc pictures
Abc crossword handout

Main Aims

  • • To provide clarification and practice of past simple: Wh questions in the context of famous people who changed the world

Subsidiary Aims

  • • To review simple past "be": positive, negative, question and short answers through semi-controlled practice. • To provide fluency, and practice using the verb be in past tense and to make wh questions


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

I will greet the class introducing my self and show them pictures of famous historical people. I will use 1 known figure they may know Ali mosharafa from Damietta talk about him and tell them who what and why I like him then ask them about someone you like from history and ask them who what and why you like them . i'll present power point pic OR T sticks some pictures of the famous people on the board. T asks some questions 'Who are they' 'Do you have any idea about these people?'. Why they think this people are called history-makers.After teacher elicits 'famous people' topic from the ss,they pass to another step

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

now we have some pictures of great people from history. T tells the students about the people they couldn't recognize, and elicits/explains the meaning of "to fly" and "explorer" T: A person who goes to places where nobody went before. What do we call him? Explorer. Marco Polo was an explorer - he was a first European who went to China CCQ What other explorers do you know? (Christopher Columbus) set the task by saying and here are some questions about them, read and try to guess the right answer then t will show them a video about the five characters focused on questions in the quiz and to know more about them.T lets them answer it. Instruction :T asked them to read the Qs FIRST and watch the video to get the correct answers then in pairs check their answers. t will check orally WC

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

ss look at the table and notice the word order then do 8(b) on their own then fb instruction : t will say :Work on your own. Put questions 2 and 3 from the quiz into the table. ICQs Do you work with your partner (no) Do you put all the questions into the table (no, only questions 2 and 3) FB Ask early finishers to write the sentences on the WB, check with WC

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

On the board asking some CCQs. Where did Albert Einstein come from? He came from Germany. Did it happen in the past or present? [Past] Did it continue to now? [No] Did it finish in the past? [Yes] Did it happen one time? (Yes) T Shows the pattern puts on the WB "Help with Grammar" table. Instructions Please look at the table. CCQ What is the main verb in this sentence? Does auxiliary verb have a meaning? What auxiliary would you use for question in the present tense? What's the difference between Q starts with the auxiliary ? Then ask for choral and individual drills.

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

Students will be given mixed up words, and their task will be to put the words in the correct order to make Wh questions . They will work individually and then check their answers in pairs,then playing the recording .ss listen and check .play the recording again and ask ss to repeat . focus on sentence stress and point out that did isn't usually stressed. T will say Here are questions, please put the words in the correct order and write down the questions. Work on your own. ICQs Do you speak or write? (write) Do you work with a partner? (no, on your own) T monitors corrects the errors if necessary. T plays the audio and pauses after each question for students to check their answers. Choral and individual drilling of the questions. T uses gestures to draw students attention to the intonation patterns, connected speech and main stress in the sentences. Consider writing the sentences on the WB if needed.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Students will get into pairs and will have to ask their partner the questions from the previous activity. This will give them practice speaking using the target language. help ss with vocabulary and monitor for error correction.ask them to share any interesting answers.

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

Students will be given a set of words. Their task is to choose 5-8 events in their life time (Birth, Marriage, Graduation etc) and write the year/month when these things happened in a timeline. (I will model my timeline first). Then the students will get into pairs and tell their partner about their timeline. Their partner will ask questions about the stuff on the timeline. Ex: student 1- i met my husband in 1998. Student 2- where did you meet him? Feedback: Did your partner have any surprising answer?I will monitor for errors and make error corrections.

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