Narin Ayik Narin Ayik

A day in the life of a celebrity TP5
Beginners level


In this lesson, students will put themselves in the life of a celebrity and talk about what they did the day before (as the celebrity). It will be more of a Test-Teach-Test type of lesson where teacher will then 'Teach' regular & irregular verbs and questions using target language and then 'Test' students at the end and have freer practice where students will be at a cocktail party still as a celebrity and use target language to to ask questions and to answer each other.


Main Aims

  • To provide clarification of regular and irregular verbs in the past simple in the context of 'a day in the life of a celebrity'

Subsidiary Aims

  • To provide fluency in speaking practice using target language as freer discussion in the context of 'a day in the life of a celebrity'
  • To provide clarification of the questions and negatives and function of using target language in the context of 'a day in the life of a celebrity'


Warmer/Lead In (2-3 minutes) • To set lesson context and engage students

-T will walk into class looking like a particular celebrity (Angelina Jolie) and inform Ss she isn't herself today and is someone famous > Ss to elicit who T may be -T will but up visuals on board of people and things that will relate to celebrity and things the celerity would have done the day before (visual of brad pitt, her children, an expensive car, a meal etc.) -T will then talk about her day yesterday and what (AJ) did according to visuals on WB

Test #1 (4-5 minutes) • To gauge students' prior knowledge of the target language and to personalise the topic and engage the Ss interest

-T will then tell Ss they will be a celebrity for this lesson & they can choose who they will like to be (have them write on paper as name tags) as they will need this for the last stage -Ss to write down things they would have done the day before as their chosen celebrity -T not to correct or interrupt Ss in this exercise but to monitor and note down some common errors Ss are doing -Ss to then check in pairs to see what they wrote -Feedback: T will have two or three Ss say what they wrote (not too many)

Teach - Regular & Irregular verbs in the simple past (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

-T clarifies that they're talking about "yesterday" and will elicit 'past simple' tense write on WB -T to elicit the regular verbs from Ss by writing under the visuals (played, watched, started, listened, cooked, walked, looked, washed) then ask what they all have in common > elicit they all have -ed at the end and highlight in different colour on WB or maybe get a S to come up on board highlight this -Then show remainder of other visuals and ask what the difference could be >try elicit what AJ could be doing with the rest - do not confirm -(REVIEW) Ss in pairs, matching HO for irregular verbs and their past simple forms and have Ss match them (get>got, buy>bought, have>had, go>went, do>did, wake>woke, fight>fought, make>made, swim>swam, catch, caught) -Give an example of one and have Ss do the rest themselves -Monitor -Check in groups if they had similar answers -WC FB to see if everyone has right answer - Answer Key also so they can have a copy of some irregular and regular verbs to take away with them -Ss to choose which irregular verbs fit into the visuals also and to write on WB

Teach #2 Questions in the past simple (8-10 minutes) • To provide Ss knowledge of Questions they could ask using TL

-Tell Ss they get a HO of two famous people talking about what they did over the weekend -Ss to work in pairs and try to fill in gaps together - Don't give too much time -Give demo of one and have Ss do the rest -Have Ss to check in groups see if they had similar answers -WC FB and have everyone have the write answer -Ss to tell T what the questions are in HO and write up on WB (Did you have a good weekend? (yes/no), What did you do yesterday?, Did you like it? (yes/no) -Get Ss to highlight similarities in sentences on board or do yourself -Elicit from Ss what in the positive and negative sentence (Yes I did/No I didn't)

Test #2 (4-5 minutes) • Check students' use of the target language again and compare with the first test

-Ss to now again write what they did yesterday in the life of their chosen celebrity (make sure they're using TL) -Demo using TL -WC-FB to see if their answers from the first test were similar to this time and compare in pairs. Ss will also have the verbs on the wall to help them and what they learnt in previous stage

Free practice (5-10 minutes) • To provide students with free practice of the target language

-Set the scene where classroom is a cocktail party -Have Ss walk around the room and chat with other 'celebrities' about what they did yesterday using TL - make sure they are using questions & negatives -Demo with one S what the conversation will be like -T includes self in practice

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