Jerelynn Jerelynn

Movies Main Grammar (was/were) and Sub Reading
Beginner level


Abc TP7 Presentation
Abc Grammar Controlled Exercise
Abc Grammar Semi-Controlled Exercise
Abc Reading for Gist and Detail HO

Main Aims

  • To provide clarification and practice of the past simple tense (was/were) in the context of Movie remakes and pop culture

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about movies and television shows in the context of movie remakes
  • To provide accuracy speaking practice in a conversation in the context of childhood favorite entertainers and movies


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

We are going to watch a short video of two friends named George and Elaine. I want you to answer three questions. [write on WB] 1. Where are they? 2. How many people are they waiting on? 3. Who did Elaine sit by? [play video] Take a minute and discuss with your partner the answers. [1 min] WC FB

Exposure (3-5 minutes) • To provide context for the target language through a text or situation and to clarify the term "remake"

Who likes movies? Do you like old movies? [show slide of movie posters] Are these the same movie? Which one came first? [click slide to show dates] [click to next slide "Psycho"] Do you know what we call this one? (point to the remake) Attempt to ellicit the word or give it to the students. Did any of you go to the movies last night?

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

My friends called me last night. Can you guess where I was? [Elicit home] [show slide] Write on WB "I was at home last night." [show new slide] Where were my friends? Write on WB "They were at the movie theater last night" Elicit the neg forms of the sentences and write on WB. +I was at home last night. -I wasn't at the movie theater last night. +They were at the movie theater last night. -They weren't at home last night.

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

Meaning: [Draw a timeline] Begin with I am/She is/They are in the middle. Ask if that means the future? the past? the present? "I was at home last night." When is last night? [Mark I was/She was/They were on the left side] Form: I / He / She / It We / You / They +was were -"we just add not" wasn't (explain) weren't (explain) Elicit from students. "When were you last at the cinema?" [Write on WB] (student name) was at the cinema _(a week ago)__. Ask another student same question and make the neg form of the sentence. [Write on WB] (student's name) wasn't at the cinema __(a week ago)_. Ask another student "Where were you last night?" [Write on WB] You were at _____________ Ask "Were you at the movie theater?" (no) [Write on WB] You weren't at the movie theater. Pronunciation: Was Was Not (Wasn't) Were Were Not (Weren't) Drilling and backchaining of a couple of sentences.

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

Let's practice! [chesting of handout] "Fill in the blanks with was or were" "You will have 3 minutes." [show slide, do number 1 as an example, eliciting] Give HO [3 min] "Take a minute and check your answers with your neighbor" Assign students a number and have them come up to the board to fill in the answers. [Check for any errors and correct] Does everyone agree?

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

Chesting of handout. Assign pairs. "Speak (mime) to your partner about these things." [Show slide] Provide an example of using a full sentence of a couple of the sentences. You have 3 minutes. [Give HO] [3 min] Get FB from a few students

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Now you are going to tell three people one fact about you learned about your partner. [Do an example with a student] You have 4 minutes. How many people do you talk to? Get up, mingle. [4 min] Sit down. FB -- ask students to tell me one fact they learned about their peers.

Reading for gist (if time allows) (4-6 minutes) • To encourage gist reading to get an overview of the text

Chesting of handout. Read quickly then match these pictures with the movie or television show here. (point as describing) You have 2 min. Give HO [Project the slide] the handouts may be difficult to read, so this will help [2 min] Pair Check. Have students come up and write the letters on the board. WC FB

Reading for detail (if time allows) (6-8 minutes) • To encourage students to read for details.

Unfold HO. Read about the movies again. You will have 4 minutes. Decide if these sentences are True or False. [4 min] [put slide on WB] Pair check Have students circle the answers on WB WC FB if there were any problems.

Freer Speaking (if time allows) (7-9 minutes) • To provide students with free practice of the target language

Choose a new partner to speak with. Tell them about the last movie you watched. Here are some ideas. [Show slide] You have 5 minutes. Get up and choose a new partner. [5 min] Ask FB. Who did they speak to and what was the last movie?

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