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Teaching Practice 8
Elementary level


In this lesson, students are going to learn about how to use was/ were in sentences. They are going to start with a leading of my ten years challenge and talk about it. Then they are going to read a short text to see some example sentences. After clarification stage, they are going to do controlled, semi-controlled and freer practice activities.


Abc Latham-Koenig, C., Oxenden, C. & Seligson, P. (2012) English File Elm Ss Bk 3rd Edition, OUP

Main Aims

  • To provide students with clarification and practice in was, were in the context of celebrities now and then

Subsidiary Aims

  • To provide students with practice in speaking for accuracy in the context of a board game


Lead-in (2-3 minutes) • To set lesson context and engage students by showing my photos of the past and present

Tell students: -I have some photos for you. This is my ten years challenge. Give one example sentence to make them aware of the form "I was younger in 2009". -Now look at the pictures and tell me some differences. Elicit sentences from the students.

Exposure (4-5 minutes) • To provide context for the target language through a text about the life of Nusret

Tell sts that they are going to read a text about Nusret and give these instructions: - Read the text and answer two questions. -You have 2 minutes. Don't pre-teach vocabulary, you can just elicit the word "butcher" from students. If you see any students with problems, you can help them during monitoring. After sts finish reading, make them pairs and tell them to talk about the answers with their partners. Wait for only 1 minute and then get the answers from one or two students .

Highlighting (3-4 minutes) • To draw students' attention to the target language by highlighting the form on a guided discovery sheet

Before giving sts the guided discovery sheet, give these instructions: -Look at the example sentences. -Fill in the blanks in the box with a correct word. -Do the exercise under the box. You have 2 mins. When it is over, ask sts the answers in a minute.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language through example sentences and a guided discovery sheet

Write two sentences from Nusret reading on board. He was a butcher at 12 years old. His restaurants were famous. Was he famous? Ask CCQs to check that students understood. -Is it talking about now? -Is it talking about past? Draw a timeline on the board, use: "He was a butcher at 12 years old" sentence as a reference to the timeline. Write Nusret's childhood for past and 36 years old for now for enabling them to grasp the concept of past. After you make sure the sts understand the concept of past, elicit the use of was with singular, were with plural pronouns. Also elicit the negative and question forms from sts using the other example sentences.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice using a gap fill activity.

Sts are going to do controlled practice sheet. Give them these instructions: -Complete the dialogues with was, wasn't, were, weren't. -You have 2 minutes. When the time is up, have them do pair check. After that, give the answer key and tell sts to check their answers. Give immediate feedback if you see any students with problems.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Tell sts that - Put the words in the correct order to make questions. Use was, were. -After you finish, match the questions with their answers. You have 3 mins. Monitor them while they are doing the exercises, give instant feedback. If you see students need more time, you can give them extra time. When they finish, have them do pair check and give whole class feedback.

Free Practice (15-17 minutes) • To provide students with free practice of the target language through speaking for accuracy tasks

Show sts the "then and now" ppt. and ask them to make sentences about people on the pictures. Tell them to use the prompt words and elicit extra sentences. Use peer correction if there are any errors. Spare around 4 mins for this activity. Tell sts that they are going to play a game, make them groups of 3 or 4 depending on the number of students and give these instructions: - All students start from the "start" box (showing). - Roll the dice and answer the question on your box. - The first person to come to the finish (showing) wins the game. Do a demo by rolling the dice and answering the question of the related number. Explain "skip a turn, start again" to groups separately by showing on the paper. Monitor them while they are on task, note down the errors and give delayed feedback.

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