Robert McAskill Robert McAskill

Grammar was/were lesson
Elementary level

Materials

7u1sjqeoq0osvbkbeusq celta tp6 ho 2 Handout
Emz0j2jqmc92ablnnot8 celta tp6 ppt PPT

Main Aims

  • To present was/were to the students using the context of parties and provide clarification of the TL using guided discovery and then freer practice

Subsidiary Aims

  • To provide context for the TL through reading activities

Procedure

Stage 1 (Lead In) (2-3 minutes) • To introduce students to was/were and clarify the context of the lesson

- Show PPT with a picture of a beach in Thailand - SS work together to discuss the picture and talk about places they have been to in the past (e.g. I was in Antalya) - SS share ideas with the class

Stage 2 (Reading for gist) (2-3 minutes) • To practice reading for gist to find the main idea of the text

- Give SS HO with a reading text about a party - SS read alone for 1 min and circle the main idea of when the text is talking about (ICQ: Will you circle more than one answer?) - SS discuss answers with a partner - Write answer on the WB

Stage 3 (Reading for specific informations) (5-6 minutes) • To practice reading for specific infdormation in the text related to the TL

- SS read the text for a second time underlining all the examples of where was, wasn't, were and weren't are used (3 mins) (ICQ: What words will you underline? Will you read quickly or slowly?) - SS pair check answers - SS come to the WB and underline words on the text

Stage 4 (Highlighting target Language) (3-5 minutes) • To highlight the TL so students are focussed on it

- Give SS HO with grammar analysis - SS read marker sentences and answer CCQs (ICQ: How many questions will you answer? 1) - Check answers in pairs then on WB

Stage 5 (Clarifying target language) (10-15 minutes) • To clarify meaning, form and pronunciation so learners understand it

- SS rewrite sentences in Q2 to make them negative with a partner (ICQ: Will you work alone or in pairs? Which questions will you answer?) - SS check the difference between positive and negative uses of was/were by circling the correct answer in Q3 with a partner - SS write how to form sentences with was/were with a partner - Check answers and understanding after each question - Show marker sentences on the PPT and drill pronunciation using different students and and groups of students focusing on strong and weak forms - SS check pronunciation of strong and weak forms and answer Q4 to complete the pronunciation rules

Stage 6 (Controlled practice) (5-6 minutes) • To provide practice focused on using the target language

- Give SS HO with the passage to choose the correct words that go in the spaces individually for 3 mins (ICQ: Will you work individually or in pairs?) - Show the text on the WB and SS come to the WB and select the correct answers

Stage 7 (Freer practice) (8-10 minutes) • To provide oral practice to use the TL productively

- SS make notes on the best party they have ever been to individually for 2 mins (ICQ: Will you write notes about a bad party?) - SS will stand up and tell another SS about the party and then the other person will talk about their best party - Monitor then error correct any problems on the WB - SS talk to new partners about their favourite parties - Talk to the class and ask them who they thought had been to the best party and why

Web site designed by: Nikue