ayah ayah

past simple lesson "verb to be/ regular verbs"
Intermediate lvl5 level

Description

lesson A This lesson uses the context of self-portraits and selfies to introduce and practice the past simple of the verb be (was / were). The Grammar is presented through an audio guide talking about Vincent van Gogh. Pronunciation gets Sts to focus on sentence stress in past simple sentences and questions with was and were. The Reading picks up the topic of self-portraits of famous people and then moves onto word formation, e.g. music − musician. In Speaking, Sts discuss whether or not they take selfies, and talk about selfies and photos on their phones. lesson B Past simple regular verbs are introduced in this lesson. The context is provided by two true stories of people having a problem with a flight. The lesson begins with a Reading about someone needing to change the surname on their ticket, and then Sts listen to a story about a couple having a problem when they arrive at the airport. These are used to present the past simple of regular verbs. Then there is a focus on the pronunciation of -ed endings. Vocabulary introduces past time expressions, and Grammar, Vocabulary and Pronunciation are put together in the final Speaking activity.

Materials

Abc white board
Abc Gap-fill handout
Abc a power point presentation
Abc A board game [was/were]+dice

Main Aims

  • To provide clarification, review and practice of past simple in the context of true stories/ selfies
  • To provide clarification of people's jobs in the context of self-portraits

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about A problem with a flight in the context of true stories

Procedure

[Grammar] Lead-in (3-5 minutes) • to engage ss and generate interest in the lesson

- T displays pictures of some famous paintings. - T displays some lead-in questions and asks ss to discuss them in pairs. - T starts content feedback. - T takes the ss further to Van Gogh's painting and asks ss about the painter, his age when he painted it, and whether they know other paintings for him.

While listening 1 (3-5 minutes) • -to provide students with less challenging listening for gist task.

- T asks ss to discuss three questions or guess the answers if they do not know them. -T asks ss to listen and check whether their guesses are correct or not. - T starts content feedback or checks answers [WC feedback], and elicits opinions for question 3.

While listening2 (3-5 minutes) • to provide students with more challenging detailed reading task

-T asks ss to listen one more time and choose a/b/c. - T asks ss to check their answers in pairs. -T displays the answers keys.

Language clarification (5-10 minutes) • to highlight verb to be in the past form

- T highlights 3 marker sentences from the previous choose exercise: one positive, one negative, and one in the question form if founded. - T memorizes the 2 sentences " his parents weren't artists/ he was born in 1983". - T asks CCQS to check ss's understanding of the past simple form: when I say he was born in 1983, Is it past, present, or future? [past] Is it he still alive?[no] Is it a finished action?[yes] - T drills the sentence "he was born" and provides the ss with another example for were and highlight the contraction. - T writes the sentence on the board, eliciting the negative and the question form, and highlighting the contraction of the negative form.

Controlled and semi controlled activity (5-10 minutes) • to check the accuracy

- T asks ss to fill some gaps using the past form of verb to be. -T monitors very well and helps ss who struggle. -T asks ss to check their answers in pairs. - T displays the answer keys. - T provides ss with another less controlled activity, asking them to rewrite sentences and converting them from present to past. -T asks ss to check their answers in pairs. - T displays the answer keys. - T checks up on ss for any confusing points.

Freer (7-10 minutes) • to raise ss's fluency and check accuracy

- T shows ss a copy of the board game and checks whether ss are familiarized with it or not. - T demos the game with a strong student and ask another student to model it with another one, highlighting some prompts like" pass /miss a turn..". - T monitors very well and helps struggling ss.

Error correction and Feedback (3-5 minutes) • to provide ss with feedback and raise awareness towards their mistakes

- T writes feedback in his/her notebook. - T corrects on spot invisibly, If a student makes a mistake with verb to be in the past tense [the target structure]. - T writes language feedback on the board and asks ss to try to find the mistakes in the sentences written. - T provides ss with feedback.

[Reading /flexi] Lead-in (3-5 minutes) • to engage ss and generate interest in the lesson

- T displays three portraits and three pictures of some artists. -T asks the ss whether the portraits look like the artists in the pictures or not.

While reading 1 (7-10 minutes) • -to provide students with less challenging reading for gist task.

- T asks ss to read and three biographies and put the events in the correct order. - T sets time [from 3 to 4 min] - T monitors really well and helps the struggling ss. - T asks ss to check their answers in pairs. -T displays the answer keys.

While reading2 (3-5 minutes) • to provide students with more challenging detailed reading task

- T asks ss to stand up and take a tour in the room, read the biographies again, and summarize it to their partners. - T monitors and adds a light touch to each student summary.

Follow up (7-10 minutes) • -to provide students with an opportunity to respond to the text productively (in speaking or writing)

- T asks to sit facing each other. - T displays some points for a debate, asking ss to agree and disagree and mentioning why. - T monitors and jots down ss mistakes and well-structured sentences as well.

Vocabulary [TTT] /lead-in is not needed since it has something to do with the previous exercise./test 1 (3-5 minutes) • to test ss's prior knowledge

- T gives ss an exercise, asking them to change both verbs and nouns into jobs. -T asks ss to check their answers in pairs.

T2 [Teaching] /language clarification (5-7 minutes) • to introduce ss to the word formation

- T checks ss answers of the previous exercise. -T writes the 4 words on the board: write/ act/music/art. - T elicits whether these words are verbs or nouns. - T manifests that "or /ist/er/cian" are suffixes ,which are added to be a job.

T3 [controlled] (3-5 minutes) • to check the accuracy

- T provides ss with another test. -T asks ss to check their answers in pairs. - T displays the answer keys.

Freer (5-10 minutes) • to raise ss's fluency

- T draws two circles on the board and asks ss to do so in their notebooks. -T asks ss to write names of some alive and dead famous figures, then change their note books and ask each other questions. - T models it first with 1 student.

Error correction and Feedback (3-5 minutes) • to provide ss with feedback and raise awareness towards their mistakes

- T writes feedback in his/her notebook. - T corrects on spot invisibly, If a student makes a mistake with verb to be in the past tense [the target structure]. - T provides ss with feedback.

Lead-in (3-5 minutes) • to engage ss and generate interest in the lesson

- T displays a picture of a famous Egyptian figure "Mohammed Hneedy" who was on a plane. - T elicits that Hneedy had a problem on the plane. -T personalizes the scene, asking ss to discuss in pairs some lead-in questions. - T monitors well and add comments if needed to lighten the atmosphere. - T starts the WC feedback. - T displays the picture of Adam and India, asking ss to guess what the problem is.

Grammar [text-based] While reading 1 • -to provide students with less challenging listening for gist task.

- T asks ss to read the first part of the story and answer some gist questions. T asks ss to check their answers in pairs. -T displays the answer keys. - T asks ss to predict what will happen next in their story.

While reading 2 (3-5 minutes) • to provide students with more challenging detailed reading task

T asks ss to read the rest of the story and put the events in the correct order. - T sets time [from 3 to 4 min] - T monitors really well and helps the struggling ss. - T asks ss to check their answers in pairs. -T displays the answer keys.

Language clarification (7-10 minutes)

- T highlights 3 marker sentences from the previous exercise: one positive, one negative, and one in the question form if founded. - T memorizes the 2 sentences "he needed a new passport, he didn't want to do it.". - T asks CCQS to check ss's understanding of the past simple form: when I say he needed a new passport, Is it past, present, or future? [past], does he still need a passport? [no], Is it a finished action [yes]. - T drills the sentence "he needed a new passport" - T writes the sentence on the board, eliciting the negative and the question form, and highlighting the contraction of the negative and the question form.

controlled (3-5 minutes) • to check the accuracy

- T asks ss to fill some gaps using the past form. -T monitors very well and helps ss who struggle. -T asks ss to check their answers in pairs. - T displays the answer keys. - T checks up on ss for any confusing points.

Freer (7-10 minutes) • to raise ss's fluency

- T introduces the game of find someone who. -T gives ss very clear instructions, stressing on the yes-no question form. - T demos the game with a strong student and ask another student to model it with another one. - T monitors very well and helps struggling ss.

Web site designed by: Nikue