Sara Osman Sara Osman

Past Simple Was & Were.
Elementary level level

Description

In this lesson, students learn about the past simple of the verb be was and were through guided discovery based on a listening text about historical figures. The lesson starts with introducing a picture of the four presidents of the USA. This is followed by a matching activity where students engaged in the topic. Finally, there is some controlled practice through information gap activity and free practice via interview exercise.

Materials

Abc WB analysis
Abc listening track 5.3
Abc New English file hand-out
Abc listening track 5.1
Abc "match" activity
Abc gap-fill hand-out from New English file book.
Abc google lead in visuals

Main Aims

  • To provide clarification of past simple of the verb be was and were of the context of "Who were they"?

Subsidiary Aims

  • To provide practice of listening to a dialogue using past simple.

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

The teacher greets the students. Then, he shows a picture of the four presidents and elicits from the students who they are. If the students don't recognize the characters, he can write on the board the names of a president or a prime minister who Ss will know. Then, he asks them who is (x)? to elicit the words president and prime minister.

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

The teacher asks the students to look at the photo of Mount Rushmore with the heads of four famous USA presidents. Now, students are working in pairs for 3 minutes to try to match the names and surnames and say which head is which. The teacher gives feedback later. Afterwards, he asks them to listen to an American tour guide . After listening, the teacher checks the answers. The tapescript in student's book on p: 117) Guide: "We are now at Mount Rushmore, in South Dakota, and you can in front of you, from left to right, the heads of George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln. As you know, all four men were presidents of the United States of America. George Washington was the first president."

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

The teacher tells the students that they are going to listen again but this time there is a text to fill in gaps while they are listening. The teacher chests the handout text and points to the gaps so that the students have to complete each gap with one word. The teacher demonstrates and asks ICQS: Are you going to write one word or more? one word. He gives them 2 minutes and asks them to work alone and then to compare their answers with each other after they finished. The text : "We are now at Mount Rushmore, in South Dakota, and you can in front of you, from left to right, the heads of George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln. As you know, all four men …….. presidents of the United States of America. George Washington.....….. the first president."

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

Teacher asks the students to read the two sentences which they have filled in gaps. He divides the board and writes ," All four men were presidents of the United States". "George Washington was the first president." Then he draws a time line for each sentence . The teacher asks CCQS for the first sentence; Are they now or in the past? Ss reply in the past " What shows us the past here? Ss were. Teacher sticks flash cards with the word order and asks them. 1- "Where is the subject in the first sentence? "All four presidents", so it is "they or we or you" ss reply "they". 2- "Can we say we or you?" Yes. 3- "And were is ?" It is a verb. 4- "Is it positive? yes and how can we make it negative? were not. Then teacher clarifies the second sentence with the same pattern. "George Washington was the first president." T asks CCQS. 1- Is it now or past? in the past 2- Where is the past here? was 3- Which flash card matches this? He or she or it. Teacher asks students to listen carefully to the track and repeat the sentences chorally and individually. .

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Teacher divides students into pairs A & B and tell them to move on Communication Three Presidents exercise Ap109 & Bp112. Teacher gives clear instructions. Teacher elicits and drills the questions, e.g. What was (Washington) first name? Which president was he? Where was he born? When was he born? Where were his parents from? T asks Ss to check the answers together then gets FBK.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

Teacher divides students into pairs, A & B to practice the following interview exercise. Teacher gives clear instruction. He asks A students to raise their hands and tells them that they will be the interviewer and B will be answering the questions. After they have finished, B is going to ask A. Teacher models and drills the questions for SS to get the right rhythm. - Where were you born? - When were you born? - Where were your mother/ father born? - Where were your grandparents born? Teacher monitors and takes notes of mistakes and delay FBK.. Teacher tells SS that he is going to write some sentences on board and SS are going to define the mistakes. Then teacher gives feedback by asking one or two students something interesting about his partner.

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