Reyhan Torlak Reyhan Torlak

Reyhan Torlak 10/04/14 Today and Yesterday
Elementary level


Abc the white board
Abc board markers (black-red)
Abc a handout including questions
Abc card prompts
Abc pictures
Abc adhesive substance
Abc story pictures
Abc New Headway Elementary Student's Book
Abc Recording t. 5.9
Abc hand-out including chart
Abc cut-ups about the story

Main Aims

  • to provide clarification of the simple past tense "to be" and "can" in the context of Today and Yesterday

Subsidiary Aims

  • to provide a free speaking practice in the context of past times


Stage 1 (Lead-in) (5-6 minutes) • to introduce the lesson and make the context of the lesson interesting for the students

-ask the students "Do you want to learn something about me?" -open PPP(power point presentation) and tell them to look at the pictures of you -talk about your present by showing pictures from your life, enable the Ss to read the sentences in which the target language are underlined -show some different pictures which are about the teacher's past, talk about them -give a chance to the ss to see the target language(was/were/could) -for the last 2 or 3 photos, just show the pictures, give prompts and ask ss to tell sth about your life and make a sentence -pick up some of these sentences and write them on the board by highlighting the target language -drill the sentences chorally and individually with using back chain method

Stage 2 (talk about yourself) (3-4 minutes) • to identify the needs of learners in this particular target language

-distribute a hand-out to each student including 3 questions on it and give them 20 seconds to read and understand these questions 1)Where were you on Tuesday evening? 2)How was your exam yesterday? 3) Could you draw a picture when you were 4 years old? -tell them to work in pairs and ask these questions to each other by taking some notes -give enough time to talk -get feedback by asking randomly "What can you say about your partner?" -ss share what they have just learned about their partners

Stage 3 (present the target language) (4-5 minutes) • to get them familiar with the target language and present it by guided activity

-explain the way of the activity before giving them hand-out which is folded -ask some ICQs; 1) do we complete the chart? 2) do we work alone or with a partner? -give enough time to complete the activity individually -let them check in pairs -monitor and take notes about their grammatical and pronunciation problems -write some of the mistakes on the board and elicit the correct ones -give positive feedback as well as negative -tell them to unfold the worksheet and check their answers

Stage 4 (listen for correct pronunciation) (5 minutes) • to enable ss to get the correct pronunciation of the target language

-after checking their answers, provide a listening for correct pronunciation -get them listen one by one, stop the recording after each question, drill it by using your finger to show the pronunciation of linking words -ask some CCQs to make sure that they get the target language correctly 1) Can I use "could" for today? 2) Can I use "was" for "he/she/it"? 3) Can I use "were" for plural subjects?

Stage 5 (break down the form) (4 minutes) • to highlight the form of "to be"

- The sentences that we write in stage 3 are still on the board. -after asking some CCQs to make sure that they get the meaning of past to be, highlight the form on the board by eliciting from the students -give a form for positive, negative and question sentences

Stage 6 (elicit further examples) (5-6 minutes) • to elicit further examples by using card prompts and pictures

-demo by sticking two colorful papers on the board -tell the ss to combine them to make a sentence by adding the target language (was/were/could) -write the correct sentence on the board and make sure that they get the idea of the activity -ask them to make a circle -show the cut-ups to the ss and tell the first person to make a sentence and tell it to the person next to him/her secretly(from ear to ear) -each student tells the sentence to the next one from ear to ear -the last person in the circle tells the sentence loudly and writes it on the board -this student changes his/her place and becomes the first person in the circle for the new sentence -this continues until all the ss becomes the first person who tells the sentence

Stage 7 (elicit further examples) (3 minutes) • to elicit further examples by using pictures

-after finishing the first stage, for each sentence,ss are shown 2 pictures and supposed to combine them with using the target language (was/were/could) -this activity will be verbally

Stage 8 (ask and answer the questions about past) (5 minutes) • to provide a controlled speaking practice in order to demonstrate the pronunciation of the target language and check their new information about the target language

-regroup the ss by giving them letters A and B to enable them to work with different ss -tell them to work in pair, ask and answer the questions about the past -student A asks questions/ student B answers them -give enough time to practice -tell them to change their roles and practice the same activity to let them work on affirmative,negative and question forms of the target language -students B asks questions/ student A answers them -monitor for delayed feedback -give feedback, remodel and drill if necessary

Stage 9 (follow-up speaking activity) (8 minutes) • to provide a free practice and encourage them to talk about their lives

-demo to enable them to get the idea of the activity -distribute a hand-out to each student including a chart which shows different times in the past (ex: at 10 this morning, at this time yesterday) -ss stand up,walk around the classroom,talk with their classmates by asking questions related with these times, write their names and answers in the chart -make sure that they don't write a full sentence -monitor and pick up good use and errors in pronunciation and grammar -let them take a seat -get whole class feedback by asking randomly to talk about their classmates and share what they have just learned -expect them to make a full sentence -error correction by eliciting the correct ones verbally

Stage 10 (extra if time allows) (8 minutes) • to provide a further activity based on the target language

-the class is divided into two groups -a hand-out is given to the first group including 8 pictures on it which is actually the beginning of the story and they have cut-ups telling about the story -the second group is given a hand-out showing the end of the story and cut-ups related to these pictures -ss try to combine these cut-ups and make a sentence talking about the picture and stick it under the picture -they try to complete the story and underline the target language -when they are done, give answer key to check -stick the complete story on the board. -ss stand up and read the complete story -just show the picture one by one, they try to remember and retell the story orally

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