Francisca Francisca

Francisca.TP4. Was/Were
Elementary level


In this lesson, students learn about the simple past of the verb "to be" through a guided discovery in the context of historical characters. The lesson starts with a discussion about some historical figures followed by listening to a tourist description of one of those historical figures. Then, there will be a controlled practice through sentence reformulation and finally, a freer practice discussing some important historical figures of Egypt.


Abc Powerpoint
Abc • New English File Students’ Book
Abc Whiteboard

Main Aims

  • By the end of the lesson, students will have been introduced to and practised the past simple of the verb "to be" - "was" "were" in the context of describing historical figures.

Subsidiary Aims

  • -To practise listening for specific information.
  • -To practise reading for gist and specific information.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-Project pictures of four historical presidents of the United States of America and have the students guess. -Who are they? -Do a demonstration of one of the historical figures. -Provide a puzzle of the names of the four historical presidents as clue to help the students. -Put them in breakout rooms to discuss their answers. -Provide an answer key.

Exposure (6-7 minutes) • To provide context for the target language through a text or situation

-Demonstrate the first part of the listening activity with the students. -Have the students listen to an audio about the life of one of the historical figures and complete the given fact file. -Put them in breakout rooms to check their answers. -Provide an answer key.

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

-Demonstrate with the students on how to decide the correct grammar name for each sentence part. -Have the students complete a guided discovery worksheet to elicit the correct sentence formation using "was" and "were" . -The students will work alone to identify the different grammar parts of the given sentences. -Put them in breakout rooms to check their answers.

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

-Use the students' responses to the guided discovery questions to elicit the form of the language. -Provide an answer key highlighting the grammar names of each part of the sample sentence. -Drill the correct word stress and pronunciation of the weak forms of "was" and "were" when used in a sentence. -Have the students repeat the sentences using the correct stress and pronunciation.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

-Demonstrate with two students to form sentences about their lives and their parents using "was" and "were" -Put the students in breakout rooms to practice the question and answers in pairs.

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

-Have the students spend 2minutes to read the life of a famous Egyptian female activist. -Demo with the students by asking them questions about the historical icon. -Have the students in breakout rooms practise the target language asking and answering questions about other given famous Egyptian icons. -Pay attention to the students' responses and note down any mistakes to be corrected. -After the breakout rooms, correct the students' errors by writing them on the whiteboard for the students to correct them.

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