Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2.

Warm up:

Write on the board:
Today I am happy.
Yesterday I ___ happy.

Elicit the answer (was).

Ask a few oral questions:

How are you today?

How were you yesterday?

Briefly remind students: was / were = past

Learners read the given sentences on the board and guess the topic and share with their ideas.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

10 min

Ex: 1 P:60

Explain that was / were are the past simple forms of the verb to be.

Write the verb to be on the board and underline was / were.

Go through the table with the students and read out all the persons (I, you, he, she, it, we, they).

Ask students to fill in the gaps in the table individually.

Monitor and provide support where needed.

Check answers with the class.

Elicit from students when we use was and were:

was → I / he / she / it

were → you / we / they

Write a short rule on the board and give one or two example sentences.

Differentiation

Weaker class: Provide a partially completed table.

Stronger class: Encourage negative and question forms (wasn’t / weren’t).

Values Link – Adal Azamat: Respect for Law and Order. Emphasise listening carefully, taking turns, and following instructions while working in pairs.

Pupils read the table and complete the gaps.

ANSWERS

1 was

2 were

3 weren't

4 Was

5 Were

6 wasn't

7 weren't

8 were

Descriptor:

- Completes a table using the correct form (was or were).

- Identifies when to use was and were with different subjects.

Total: 3 point

Student’s book

7 min

Ex: 2 P:60

Ask students to read the sentences carefully.

Remind them to choose the correct form of was or were.

Students complete the sentences individually.

Monitor the class and provide support where necessary.

Ask students to check their answers in pairs.

Check answers with the whole class.

Elicit the reason for each answer, reinforcing the rule for using was / were.

Differentiation

Weaker class: Provide a short reminder on the board (I/he/she/it → was; you/we/they → were).

Stronger class: Ask students to create their own sentences using was and were.

Values Link – Adal Azamat: Respect for Law and Order. Highlight the importance of working independently, using resources responsibly, and following instructions carefully

Pupils complete with was or were

ANSWERS

1 was

2 were

3 was

4 were

5 was

Descriptor:

- Chooses the correct form (was / were) to complete sentences.

- Applies the past simple of the verb to be accurately.

Total: 2 point

10 min

Ex: 3 P:60

Explain the task clearly and tell students they must write sentences as in the example, using wasn’t or weren’t.

Read out the example sentence aloud and draw attention to the negative form.

Revise the rule briefly on the board:

wasn’t → I / he / she / it

weren’t → you / we / they

Ask students to complete the task individually.

Monitor the class and support students who need help choosing the correct form.

Ask students to check their answers in pairs.

Check answers with the whole class by asking students to read out their sentences.

Correct common mistakes and reinforce the rule if necessary.

Differentiation

Weaker class: Highlight the key parts of the sentence (subject + verb).

Stronger class: Ask students to expand the sentences with extra details (time/place).

Values Link – Adal Azamat: Respect for Law and Order. Emphasise respectful discussion, listening to others’ opinions, and following discussion rules

Pupils write the sentences as in the example. Use wasn’t or weren’t

ANSWERS

2 They weren't in Rome last month.

3 Milena wasn't at the party.

4 I wasn't at the gym yesterday.

5 You weren't at Jane's house

Descriptor:

- Writes sentences using the correct structure and tense

- Completes the task accurately and independently.

Total: 3 point

8 min

Ex: 4 P:60

Draw students’ attention to the timetable and give them a moment to look at it carefully.

Explain that they must complete the questions and answers using was or were.

Students complete the task individually.

Monitor and support where necessary.

Check answers around the class by:

Asking one student to read out a question.

Asking another student to answer it, using was or were.

Correct mistakes gently and confirm the correct form.

Differentiation:

Weaker class: Allow students to read directly from the timetable while answering.

Stronger class: Ask students to form their own questions about the timetable.

Pupils complete with was or were. Answer the question.

ANSWERS

2 Were, Yes, they were.

3 Was, No, he wasn't.

5 Were, Yes, they were.

6 Was, No, he wasn't.

7 Were, Yes, they were.

4 Was, Yes, she was

Descriptor:

- Uses was / were correctly to form questions and answers about a timetable.

- Interprets information from a visual source (timetable).

Total: 2 point

End

5 min

FEEDBACK

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

Homework (optional)

Write 5 sentences about last weekend using was / were or

Complete a short gap-fill worksheet

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

Poster