Stage 1 -- Lead-in The students will be introduced to basic weather lexis that is relevant to the Canadian holiday story, the theme of our lesson. I tell students to "Look at the weather map of Canada (with gestures)." I will point to the cities say their names and say "Repeat" for pronunciation. Then I will point at the weather symbols and elicit the words. Model them (It's sunny, It's cloudy, It's rainy, It's windy) and repeat.

Stage 2 - Exposure After the lead in: Students look at the weather map and complete the sentences they are given with the names of the cities. Then peer-check with partners. Students listen to two people who talk about their holiday in Canada. As they listen, they will be asked to put photos they are given in the order mentioned in the speech. Instruction: Now we will listen (pointing to ear) to two people who speak about a holiday in Canada. They took these pictures (point to the pictures). When you hear (point to ear) the place name (point to the captions), put 1.(write one on WB) in the box next to the photo (point to box on handout) When you hear another place name, put 2. (Randomly put 1 and 2 in the boxes of the photos on the white board pointing to the mp3 player, describe what I am doing. I hear the name (point to capiton), I put one. Then, I hear this name (point to caption two of random photo), I put 2. ICQs: What are we doing now? Listening Are we reading? No Are we speaking? No Do we put numbers in boxes (point to boxes)? Yes When the listening is over, students check their ordering with their partners. "Check your answers with your partner," (gesturing). Then, we listen to the recording again. This time, the students will be asked to tick the words and expressions they hear on the handout they are given. Instruction: We will listen (point to ear) again. When you hear (point to ear) any of the words here (point to handout), put a tick (show tick on WB). ICQs:Are we reading? No Are we speaking? No Are we writing? No Do we put numbers in boxes (point to boxes)? Yes Then check answers as pairwork.

On the WB slide The past tense of the verb be is was/were Our holiday was lovely. We were in Canada. The negative is wasn't/weren't. I wasn't very happy. The shops weren't open. If it is singular, we use "was" I/He/she/it -- was/wasn't If it is "you", we use were/weren't If it is plural, we use "was" You/we/they -- were/weren't (At this point, put you seperately, elicit if it has to be were or was. Put a big cross on were). Subject + was/were + ... CCQs with sentences on board: Our holiday was lovely. (It was a good holiday) Was the holiday good? Yes Are they on holiday now? No We were in Canada. Are they in Canada now/today? No Using timeline, teach the words past and future Is this past/present or future? Past I wasn't very happy.(I felt bad) Am I happy now? Yes/Maybe Are we talking about the past? Yes The shops weren't open. (Shops were closed) Is this past/present or future? Past Are the shops open now? Yes/Maybe Sentences to drill: It was sunny (was with a schwa). They were tired (weak form) Was it cold? (strong) It wasn't cold Yes, it was. Were they tired? They weren't tired Yes they were

Stage 4 -- controlled practice on TL The students will be given a handout where they will have to make sentences using the words provided in brackets. Instructions: Look at the sentences (point to handout) Read one: We were in Dublin. (Glasgow) Read the model. Say, this is a lie (new word from Wednesday), Make the sentence: No, we weren't. We werre in Glasgow. Do the second one in the following manner: The hotel was expensive. (cheap) Read: The hotel was expensive. Ask: Is this true? Or is it a lie? Answer: Lie Elicit, no, the hotel was cheap. Then, using gestures, "Do the others." First the students will be asked to complete a gapfill exercise taken from the listening using was/wasn't were/weren't. Instructions: Look at the handout (Point to the exercise). Do it. You will use was/wasn't -- were/weren't. Doing the first one: Lara: This is Toronto. You can see the CN Tower here. The shops (try to elicit) weren't open that day. So we (try to elicit) were in the park. Then point at the exercise, "Do it." When they are done, the students check their answers in pairs. Briefly, check with the whole class 1 weren't 2 were 3 wasn't 4 weren't 5 were 6 was 7 were 8 were Then, the students will be asked to read the dialog in pairs. Take handout. Go to first student. Say you are Lara, I am Tom. Point to Lara's line, say "Read." Student reads: This is Toronto. You can see the CN Tower there. The shops weren't open that day. So we were in the park. Then I read as Tom: No, you weren't. You were miserable. We complete this with the student. And I do it with more students. Then assign, using gestures, to each student "You are Tom, you are Lara. Do it together." After a few minutes: Assign Now you are Tom, you are Lara. "Change," using hand gesture (crossing arms over each other).

Put them in groups of three. Each person has to tell the other two about their last holiday. Instructions: Now you , you you work together as a group , make a circle. (Do it with the others as well). Now you (point at one in the group) tell them about your last holiday. Model: Last month, I was in Bodrum. It was sunny and warm. I was happy. Demo with one: You tell me about your holiday. ..... Then tell the others, now you tell them (pointing at the other two), and then you tell them (pointing at the other two). Do the same with the other groups. Give students some time.