Kaouther Kaouther

TP4
Elementary level

Description

In this lesson, students practice the simple past questions forms usng irregular verbs in the context of people's lives. They will see some different people's pictures then fill in paragrphs with the appropriate past simple forms. After teaching them how to form questions, they will try to form ones on their own. As a final step, they will complete sentences with either did, was or were with some error correction.

Materials

Abc Pictures of famous people
Abc Cut-up question
Abc Gap-fill handout
Abc Projector
Abc New Headway Elementary Student's book
Abc Hand-outs

Main Aims

  • To provide practice of past simple question forms in the context of people's lives

Subsidiary Aims

  • To provide scan reading practice using a text about people's lives

Procedure

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

Put pictures of the people the text is referring to. Try to see if they recognize some of them but it's ok if they don't.

Exposure (5-8 minutes) • To provide context for the target language through a text or situation

Hand them the enlarged text and ask them to listen and fill in the blanks with the missing verbs. I'll do the first blank together as a demonstration then ask them to fill in the rest as a group. ICQs: What are you going to do? Are working in pairs? I'll provide the answer keys afterwards using projector.

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

Do a presentation to the students where I try to elicit them to give me the past simple question forms through examples. The first example is: "When did he become junior golf champion?" I'll do some CCQs: What are these? Are we talking about the present or the past? I'll elicit the form of the first question I'll try to check if they understood the form correctly by asking: Is it when did he to become? Is it how did he becomes? Then practice the pronunciation with the correct intonation. I'll do the finger counting technique to help and drill the question with back-chaining. The second example is: "Where was James born?" I'll ask: "Are we talking about the present or the past?" I'll elicit the form. I'll check that they undertood the "were/was" by asking: "If I'm asking you when you were born, what's the question to ask?". And practice again the pronunciation using the finger counting. I'll drill the question as well and back-chain.

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

Help the Ss make questions. I'll do the 'body grammar' technique first by asking 4 people to stand up and join me and give each one of them a piece of the cut-up question: "When was James born?". I'll ask the whole class if it's a correct question and try to re-order it together with them. I'll drill carefully the re-ordered question then give them the hand-out containing a list of questions. Instruction: I'll ask them to finish re-ordering the questions as a group. ICQs: What are you going to do? Are you going to work in pairs? After finishing, I'll demonstrate the next activity (asking and answering each other in pairs). Demonstration: T-S: Ask a student the first one and expect him to answer. S-S: Ask another student to ask the second question to another student. Instruction: I'll ask them to work in pairs and ask/answer the formed questions. ICQs: What are you going to do? Are you working individually?

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

Hand them the exercise with missing words (was, were, did). Demonstrate with the whole class the first blank. Instruction: Ask them to fill in the rest of the blanks individually. ICQs: What are you going to do? Are you going to work in pairs? After completing their sheets, I'll demonstrate the mingling activity. T-S: <StudentName>, when were you born? S-S: <Student1> ask <Student2> the second question. Instruction: I'll ask them to stand up and ask each other questions from the sheet.

Feedback (3-4 minutes) • Error correction

After monitoring the mingling activity, I'll do some error correction on the board to wrap up the lesson.

Web site designed by: Nikue