Dalia Khalifa Dalia Khalifa

past simple tense was/were in life stories context
elementary level


In this lesson, ss practise the past simple tense using was/were in the context of life stories.


Abc paper cutouts
Abc CD
Abc Whiteboard
Abc reading text handouts
Abc markers

Main Aims

  • To provide practice of past simple tense with was/were in the context of life stories

Subsidiary Aims

  • To practise reading for specific information.


Warmer/Lead-in (3-0 minutes) • To set lesson context and engage students

SS are encouraged to mention their famous actors and singers from the 1990s, 1998s or even earlier than that. Then they are asked to take a look at the pictures on p.60 and guess the names of the characters.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

Ss read and answer the text on p.60. later, they are asked to underline all structures of was/were in the simple past, i.e. the subject and the verb.

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

T chooses a sentence from the text. T asks CCQs to make sure ss understand the meaning of was/were in the simple past. Is the action finished? Is it in the past? does it have any connection to the present time? Do we know the exact time of the action in the past?

Clarification (8-12 minutes) • To clarify the meaning, form and pronunciation of the target language

T writes the marker sentence on the board. Marilyn Monroe was a famous actress in the 1950s. Ss listen to CD (track 49) to practise weak forms T models and drills the pronunciation of weak forms and contractions. T elicits the form: S+was/were. T elicits the negative form: wasn't/ weren't

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

SS answer Ex. 2a on p. 61

Free Practice (10-17 minutes) • To provide students with free practice of the target language

1. T explains a game called ' How was your holiday'.with a twist. 2. SS get different cards with labels on them: weather, flight, hotel ....etc. each student will go around asking another s about the word in the label by saying: 'tell me about the (weather) in your last holiday or how was the (weather) in your last holiday? 3. Ss answer by giving detailed information using 'It was...'. 4. The idea is to make all students participate and use the TL.

Error correction and feed back (2 minutes) • To correct pronunciation and structure

T highlights the common mistakes on the board and gives feed back.

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