Sam Sam

Copy of Lesson Plan TP4
Elementary level

Description

In this lesson students will be able to practise "can", "could", "was", "were" in the context of describing past ability. First, students will completes sentences with the right words. Next, the teacher uses the ECDW technique to introduce and checks the students' understanding of the use of "was", "were", "wasn't" and "weren't", "can" and "couldn't". Then, the students complete a conversation with "was", "were", "wasn't", "weren't" and "couldn't", and perform it. Finally, students ask questions with the structure "where were you + time phrase" and answer them, in pairs.

Materials

Abc Visuals
Abc Whiteboard
Abc Answer key
Abc Listening passage
Abc New Headway Elementary Student's Book
Abc paper clips
Abc Visuals

Main Aims

  • By the end of the lesson, students will be able to practise "can", "could", "was", and "were" in the context of describing past ability.

Subsidiary Aims

  • To revise can for ability

Procedure

Lead-in (5-8 minutes) • Introduce "was", "were", "can" and "could"

- 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.

Grammar Spot (8-10 minutes) • To check students' understanding of the use of "was" "were", "wasn't", "weren't", "can" and "couldn't"

- 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.

Controlled Practice (8-10 minutes) • To practise using "was", "were", "wasn't", "weren't" and "couldn't", and the weak forms of "was" and "were"

- 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

Semi-Controlled Practice (8-10 minutes) • To concept check further the students' use of "was" and "were"

- 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.

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