Majid Najafi Majid Najafi

Pat simple of be: positive and negative
Beginner (A1) level

Description

In this lesson, students learn about the positive and negative form of 'be' in the past simple. The lesson kicks off with a discussion of life stages and what students did back then. Then, it is followed by a clarification stage on the theme of a reading text already covered and finishes up with some controlled practice exercises as well as freer ones on the target language. In the end,

Materials

Abc ppt slide
Abc HO3
Abc HO2
Abc HO1

Main Aims

  • To provide clarification and practice of to be in the Past simple in the context of amazing days

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of past life

Procedure

Lead-in / building context (6-8 minutes) • To generate interest in the context and prepare students for the introduction of target language

Greet students by inquiring about their weekend e.g. how was your weekend? Now, show them the first ppt slide about stages of life and ask what each stage shows Write down the stages below each picture and ask what students did in each stage in their personal life. Start with an example e.g. when I was a child I was very noisy/when I was 12 I was very shy Pair up students, give them a 3-minute time limit Get whole class feedback

Highlighting target language (2-4 minutes) • To highlight the target language by use of eliciting

Elicit some of the sentences students made in lead-in activity and board them Show the second ppt slide and ask some CCQs about past tenses e.g. Is Diego at the World Cup Final now? (no) so, when? (2010) is it past or present? (Past)

Clarifying target language (6-8 minutes) • To clarify meaning, form, and pronunciation of target language

Show the third ppt slide Hand out HO1 and ask students to complete the chart and then check their answers in pairs Once they are done, make sure they know the difference between 'was' and 'were' by asking what pronouns come before them Write the form on the board e.g. subject + was/were + ... Get drills for was /wəz/ and were /wə/ and mark the stress Differentiate between positive and negative stress forms

Language Practice (4-6 minutes) • To provide controlled practice of 'be' in past simple

Show the fourth ppt slide and set up the activity by asking students to choose the correct alternative Do the first one as a sample Hand out HO2 Once they are done, ask them to check their answers in pairs

Feedback & error correction (2-4 minutes) • To establish correct answers and deal with problem areas

Ask students to come to the board and circle the correct answer If there are different answers, invite students to give reasons for their choice

Language Practice (8-10 minutes) • To provide controlled practice for personalisation of 'be' in past simple

Show the fifth ppt slide and ask the students to complete the sentences for themselves Model one sentence Hand out HO3 and ask them to work in pairs Now, ask them to talk to other classmates and find out about their past

Feedback & error correction (3-5 minutes) • To elicit the outcome and deal with problem areas

Ask students to tell the class about any similar acts they shared with their classmates Also, ask them if they remember anything about what their friends told them Write down any mistakes students might make and deal with it in the end

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