Language Focus: was/ were, there was/ there were

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• Write was, wasn’t, were and weren’t on the board and elicit which are affirmative and which are negative.

• Elicit that was and were are the past forms of is and are.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:107

• Refer students back to the first two paragraphs of the text on page 60, and ask them to complete the sentences.

• Check answers with the class.

• Allow students time to read the rules, and check they understand them.

LANGUAGE NOTE

We use was with a singular subject and were with a plural subject: He was happy. They were happy. NOT They was happy. We form the negative of was, were by adding not. We do not use don’t. The forms was not and were not are usually contracted to wasn’t and weren’t, but the full forms are used in formal writing. We form questions by putting was or were at the beginning of the question: Was she at the party? NOT She was at the party?

Ex: 2 P:107

• Students now apply the rules to the question and answer forms. Check they have completed items 1–6 correctly before they answer the questions.

Ex: 3 P:107

• Read the example with the class and point out that students must write two sentences for each prompt, one negative and one affirmative.

• Students write their sentences individually.

• In a weaker class, check answers by asking students to read their sentences out, before students move on to ask and answer in pairs.

• Go round and listen as students ask and answer.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students complete the sentences from the text.

Answers:

1 were

2 was

3 weren’t

4 wasn’t

Students complete the questions and answers with was, were / wasn’t, weren’t

Answers:

1 were

2 Was

3 wasn’t

4 Were

5 was

6 weren’t

1 Before

2 After

Students write affirmative and negative sentence

Answers:

1 William Boeing wasn’t a plane. He was an engineer.

2 The Beatles weren’t insects. They were musicians.

3 Henry Ford wasn’t a car. He was an inventor.

4 Marie and Pierre Curie weren’t explorers. They were scientists.

5 Bach and Mozart weren’t writers. They were musicians.

6 Queen Margherita wasn’t a pizza. She was a person.

7 Titanic wasn’t a village. It was a ship.

8 Picasso and Van Gogh weren’t actors. They were artists

Descriptor:

- complete the sentences

Total: 1 point

can complete the questions and answers with was, were / wasn’t, weren’t

Total: 1 point

Descriptor:

- Read the example

- write affirmative and negative sentence

Total: 1 point

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant!

Poster