Good times, bad times. Past simple (be)
Elementary A2 level

Description

In this lesson, Ss learn about the simple past form of (be) on a reading, listening context about good and bad times in the past. The lesson starts with a visual, projecting a photo about teacher's last vacation. This is followed by a listening where Ss listen and then decide who was talking?! And then Ss read the text to find examples of past simple forms of (be). Then Ss move into a controlled practice and then semi and finally a freer practice. So there is a good production in the last stage.

Materials

Abc HO - Get ready
Abc HO - Make questions with you
Abc HO - Read about Rebecca and her grandmother
Abc WB - Fill in the blanks
Abc HO - Read and listen - who is talking
Abc Photo of Teacher vacation

Main Aims

  • To provide clarification and practice of simple past form of be in the context of my birthday

Subsidiary Aims

  • To provide accuracy speaking practice in a discussion in the context of past events, when I was thirteen years old

Procedure

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

1) The teacher will go with a photo about his last vacation (if possible a short voice audio will be played). If the audio is played, the teacher asks Ss that whose voice was it?

Exposure (2-4 minutes) • To provide context for the target language through a text or situation

1) Ss are going to listen to a track about a birthday. Use ICQ to elicit and clarify what Ss are going to do: a) are you going to read or listen? So first the photo is projected and then the HOs are spread and Ss listen and find out who is talking. 1.1) FB: T would ask Ss who is talking.

Clarifying target Language (5-10 minutes) • To: 1) clarify meaning of target language. 2) model and provide controlled practice of pronunciation. 3) highlight form

1) Ask Ss to go back to the text and find all the examples of was/ were (not) in their pairs. 1.1) FB: Ss check in pairs. 2.1) The table is shown on WB and Ss come to the board to fill in it. 3) T writes sentences on the WB and with whole class complete it quickly 3.1) I -------- at home yesterday. we --------- not at home yesterday. She -------- at the party last night. He --------- late for class. 4) Then the role and form of grammar can be written on WB, it needs to be done super quickly.

Controlled Practice (4-8 minutes) • To concept check and prepare students for more meaningful practice

1.1) Tell Ss they are going to read a text about Rebecca and her grandmother. and answer the questions. give the HOs and tell them to do on their own. 1.2) FB: Ss check in pairs and answers are on WB. 2.1) show questions on the boards. underline wh questions and was/were. just leave it and move to next stage

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

First, ask Ss to stand up. write on board( i was born on Feb 21st).then they ask each other (when were you born?) and like this, they find a partner and sit together. 1.1) Ss complete the questions in pairs and then ask each other. 1.2) Monitor to write errors or correct any on the spot

Free Practice (8-15 minutes) • To provide students with free practice of the target language

1.1) Give instruction: complete the answers on your own and then ask them from your partner. 1.2) Find a new partner and tell him/her about yourself and your previous partner. 1.3) Nominate Ss to tell the class what they got from other Ss

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