Script: I want you to think about when you were 13. (student) when you were 13, what did you like to do for fun? (student) did you like school? (student) did you have a birthday party?

Script: We are now going to listen to a conversation of a grandson asking his grandpa about when he turned 13. As you listen, please answer these two questions. (send the link). ICQs: (student) is this a listening or a speaking exercise? how many questions will you answer? Questions: Where was he on his birthday? (Liverpool) Why was his birthday a special day? (England had won the World Cup.) Ask 2 students to provide the answers. We are going to listen one more time, select the phrases that you hear Albert say in response to his grandfather. (Really!? Wow! That's Amazing! Huh! It sounds like a great party! So you were 13 in 1966? Where was the party? Was it a big party? Was the food good? Were your grandparents there?) Show students completed form with all phrases selected. FCQ: Can someone tell me what type of phrase this section is? (questions) yes - these are all of the ways that Albert showed interest by asking for more information. What about this first set of responses? (reactions) Here Albert is reacting to what his grandpa had said by shock, excitement, and eagerness. (Model reactions). Reacting appropriately to what someone is saying lets them know that you are listening and understanding.

Meaning- defining using was vs. were (past simple) in questions and answers. (have a gap fill example for each word and have a student answer it for the class. teacher provides any necessary clarification - were is for singular subject, was is for plural). I was / I wasn't you/we/they were / you/we/they weren't he/she/it was / he/she/it wasn't Form- practicing using was and were (fill in the blanks on a google form When _____ you born? I _____ born in 1940. Where ____ Matt born? He ____ born in Liverpool. Pronunciation- listening for weak forms of was and were (reading along and seeing IPA) Listen to original audio with script from 158 (weak words in pink). Use example sentences with weak words to talk about schwa, sentence stresses, and All weak forms use a schwa. Show the phonemic symbol and examples of it in was, were, and other words. Linkage happens when a word ends in a consonant and the next work begins with a vowel (can I, not as, piece of)

Interview exercise with Google doc (student a and student b questions) include questionnaires in chatbox in case students cannot download the doc) Pair students, assign A/B students Model the exercise. Students fill out their information while teacher sets up BOR Switch students so that they report their findings with another student. (I was ____ but ____ was not.)

Teacher writes a number of sentences (some with mistakes, some without) during the productive task. Teacher asks students if each sentence has a mistake, and if so, what. I then ask what the solution would be. End with positive feedback on their work.