Vanessa Rocha Vanessa Rocha

Copy of TP7-Was/Were- wedding
Beginner level

Description

In this lesson, students will learn to ask questions with the Past Simple of the verb to be. They will also learn about the short answers.

Materials

Abc handout 1- Photos related to Liz Taylor's marriages
Abc Handout 000- Exposure Text
Abc Handout-00 wh questions
Abc handout3 Conversation Form
Abc handout2- gap fill exercise

Main Aims

  • To provide practice, review and clarification of the past simple question, answers and short answers of the verb to be in the context of old time weddings

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of the students weddings

Procedure

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

Teacher welcomes the students. Teacher tells the students that today they will have a romantic journey. Teacher draws icons to elicit pre-vocab: Unhappy faces turn to happy ones and they wear wedding costumes to elicit: bride, groom, wedding dress, wedding ring, church, wedding cake. Teacher elicits the wh questions for each word. .... is the wedding? In the church (Thus answer will be where). ...... is the wedding? In 1950. (Thus answer will be when). ...... are married? The happy groom and the bride (thus the answer is who) Then distributes handouts for the wh questions.

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

Teacher tells the class to watch the video to tell who's wedding is that. Teacher plays the 1st wedding video of Liz Taylor. Teacher shows handout of the text on Liz Taylor's wedding. She asks the students to underline all the "was / were" words in the text. And she asks the students to find where the verb is in the sentences before Subject or after subject? Teacher asks the students to discuss in pairs their results. When Ss are busy with the text. Teacher writes down the form. Teacher gathers the results of each group.

Language Analysis (8-10 minutes) • To clarify the meaning, form and pronunciation of the task language

Teacher points out to the forms on the WB. For the question form was/were and subject do swap. For short answers Yes/No + S+ was/were('nt) is enough. Teacher points out to the stress on the sentences. Shows it on the words and asks the students to repeat. Teacher points out that was is used for I , he, she, it and were for you, we, they. Teacher uses her fingers to show the contracted form of wasn't and weren't with no answer.

Language Controlled Practice (8-10 minutes) • To provide students with practice of the task language

Teacher shows the fill in the blank exercise and makes a demo on how to fill it. With CCQs she makes clear that they will work in pairs and have onlyy 3 mns. Teacher distributes handouts. Teacher asks the pairs to compare their results in group. Then Teacher asks someone to read the answer of the first exercise. This same person will choose the next one. After the exercise, Teacher distributes photos of Liz and encourages the students to discuss in group about Liz and weddings. How was she, how was the cake, was she..? etc..

Language Freer Practice- Speaking (8-10 minutes) • To have students use the TL

Teacher now tells the class that they will now ask 3 people in the classroom about their weddings using the questions in the handout and the was/were form. The single student will tell about their favorite wedding. Example: My favorite wedding is my cousin's. they got married without a ceremony. They married alone in Cuba. They ask the Students to stand up and find 3 classmates to answer their questions: ICQ: Were you beautiful in the wedding? yes I was. Was your husband happy? No he wasn't he was very sad. CCQs: When was the wedding? in summer /winter etc.. How old were you? I was 45 Where were you married? In Ankara. etc Teacher gathers 2 answers.

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