Copy of Lesson Plan TP4
By the end of the lesson, students will be able to practise "can", "could", "was", and "were" in the context of describing past ability.
To revise can for ability
Procedure (29-38 minutes)
- The teacher shows students two pictures of Tunisia, in the past and the present. - Then the teacher give them 12 clips of paper containing each a gapped sentence: six are about the present and six are set in the past, and 18 smaller clips of paper. - Then the teacher asks them to fill in the gaps with the smaller clips of paper.
- The teacher elicits the the words ""was" "were", "wasn't", "weren't", "can" and "couldn't". he asks the following questions: what's the past of "is"? What's the past of "were"? What's the negative of "was"? What's the negative of "were"? What's the past of "can"? What's the negative of "can"? and What's the negative of "could"? Then he asks students the questions "was it hot?" and "were you tired?" and elicits answers form the students. -Then he concept checks through questions: how to pronounce "was" and "were" in questions and in answers, and in short and long answers and how to write the short form of "could" in the negative (couldn't). -Next, he drills how to pronounce "was" and "were" in questions and answers through backchaining and using the choral-individual-choral drilling method. After that, he asks a student A a question with "was", student A answers and asks student B a question and student B answers the question. The teacher does the same pattern of Q&A with "were". - Finally, the teacher writes the sentences on the board underlining the words that has undergone changes in pronunciation.
- Students read a conversation between Emma and Marco and complete it with "was", "were", "wasn't", "weren't" or "couldn't". - Students checks their partners' work. (peer checking). - Students listen to the passage, checks their answers and focus on the pronunciation of "was" and "were". - The teacher hands the students the answer key. - The teacher demonstrates how to pronounce "was", "were" at the beginning of the conversation. - The students practise the conversation in pairs
- The teacher demonstrates the speaking activity using backchaining: T-S then S-S - Students ask and answer each others questions in pairs using time phrases - The teacher monitors the activity.