Manuel Padovan Manuel Padovan

Three Generations
Elementary level


In this lesson students will listen and read about generations of different families.


No materials added to this plan yet.

Main Aims

  • By the end of the lesson students will have practised past simple in both negative and positive forms in the context of past generations

Subsidiary Aims

  • To practice reading for specific information.


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

T will show some old family pictures and elicit from the ss what the topic of today's lesson could be.

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

T will show some new words on a PPT, alongside a matching picture. T will drill any difficult words that the ss may have an issue with. T will then demonstrate the upcoming activity. Ss will be given one adjective card. Ss must say what's on the card, and then the other ss must say the opposite word. Grouping - This is a W/C activity.. T monitoring - T will correct where appropriate, particularly if the word is incomprehensible. Feedback - T will prepare an answer key on the board.

Highlighting (5-10 minutes) • To draw students' attention to the target language

T will show a picture from textbook. T will elicit from the picture. T - What event is it? - Birthday party Who are they? - Family, father, son, grandfather What are their names? Matt, Jason and Albert T will tell ss they are going to read a text about a birthday party. T will tell ss to read the text in 30 seconds, while thinking about how old is he and where does he live. T will then tell ss to read one more time. T will tell ss to think about why Jason was happy, and what things went wrong with his party? T will then get the ss into pairs and tell them to underline any examples of was, wasn't, were and weren't.

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

T will then tell ss to look at the text from before and underline the past tense form of 'be'. T will then give a piece of text and ss should work together to circle the correct word. T ICQs - "What words are you looking for?" "Will you work alone or with your partner?" "What will you circle?" Groupings - T will label certain ss number one, those ss must then change partners. Error correction - T will monitor discreetly and write down any incorrect sentence, in order to carry out delayed feedback at the end. Feedback - If there is enough time then ss can move around the class correcting their classmates work. If no time then T will feedback with the W/C, choosing certain ss to come up to the front and underline/circle the correct words.

Semi-Controlled Practice (5-15 minutes) • To concept check and prepare students for more meaningful practice

T will ask ss to discuss about their past lives. T will write on the board 5 incomplete sentences, for example "when I was a baby I was..." and "when i was young, my sister/brother...." T will pick a ss to come and sit at the front. T will discuss possible endings with the volunteer ss and then write them on the board. T will then place ss into pairs. Ss can ask each other about themselves using the starter sentences. T ICQs - Can you say more than one sentence? Are you working alone? Groupings - This activity will be done in pairs. If ss have finished discussing with each other then they can change pairs. Monitoring - T will monitor discreetly, making notes for delayed feedback at the end of the lesson. Feedback - T will ask or choose one ss to talk about their partners life. If there is time then this can do with more than one pair.

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