Nicki Nicki

My name is Bond...
Elementary level


In this lesson, students learn Past Simple negative through a reading text on James Bond's life. Firstly, students are pre-taught the possible blocking vocabulary from the text, and then they watch a slide show, in which they will read the whole text with the support of relevant visuals for a general idea. Then they choose the best title for the text, read the text for specific information, and answer comprehension questions. In the second part of the lesson, students discover the form of Target Language through correction of the example sentences and underlining the negative forms in the text. Then they find out the rules through guided discovery method. They play a boardgame and a speaking game to practice the TL. As a back-up activity in case there will be extra time, they will be asked to write four sentences stating something they didn't do or they weren't in their lives.


Main Aims

  • To provide clarification and practice of Past Simple negative in the context of James Bond's life

Subsidiary Aims

  • To provide detailed and scan reading practice using a text about James Bond's life


Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

Students are shown a relevant visual and asked if they recognize it. -Do you know this picture? Can you remember the film you saw it? -Can you tell me more about James Bond? Who is he? What's his job?

Pre-Reading (3-5 minutes) • To prepare students for the text and make it accessible

Then they are pre-taught the possible blocking vocabulary through a vocabulary quiz they are given. In order to clarify the instruction I model the first question. -I'm giving you this quiz, and you work in pairs to match the words with their definitions and pictures. - Fow example, I'm matching film with movie and this picture. - Now you do the same with your partners.

While-Reading (5-7 minutes) • To provide students with less challenging gist reading tasks

The Ss. read the whole text from a PowerPoint slide that has many different visuals to help them understand the text. -Now there is a quick show. Watch this. Don't worry if it goes very quickly. Ask Ss. to choose the best title from the alternatives. - If you give a title, a name for this story, which one do you choose? Talk with your partners. Then give me your answers. - Did you choose the best title for the story?

While-Reading #2 (5-7 minutes) • To provide students with more challenging detailed reading tasks

The Ss. answer the comprehension questions to read the text for specific information. -Look at these questions. Answer them in 2 minutes with your partners. Write your answers on the papers. For example, I look at the first question. ....? My answer is he was born in Scotland in 1924. I write my answer on the paper. Now you do the same with your partners. After the questions are answered, different partner groups check each other's answers.

Highlighting (3-5 minutes) • To draw their attention on target language

Use flashcards and visuals to draw Ss' attention. *James was a good student. *He studied very much. - Is there something wrong here? Do you think I should change this? Or this? Talk with you partners and tell me what I must change here. - Now take a look at the text again and underline the negative words like I did.

Clarification (5-7 minutes) • To clarify meaning and form of the target language

Ss. are given a handout to discuss the rules with their partners. -Look at these papers I give you. Complete the blanks with your partners. WB: To make the Past Simple negative of be, we use ........... or weren't To make the Past Simple nagtive use of all other verbs, we use ........ + infinitive. -Can we say did not instead of didn't? (Yes) -Can we use didn't for "I/ you/she/he/it/we/they"? (Yes) -Which one is correct; "He didn't study very much." or "He didn't studied very much"? (The first one)

Task (7-9 minutes) • To provide an opportunity to practice target language

Boardrace: The Ss. are asked to put the words that are in wrong order into the correct order in groups in front of WB.

Controlled Practice (8-10 minutes) • To provide an opportunity to practice target language

Ss. fill in the questionnaire they are given by asking questions to people and answering them back.

Back-up Activity • To provide an opportunity to practice target language

Ask Ss. to write two things that they wanted to do but didn't do last year, and two things they weren't last year.

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