New lesson plan: Verb forms in the narrative

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Verb forms in the narrative - Upper - Intermediate, B2 level

Verb forms in the narrative
Upper - Intermediate, B2 level

Description

In this lesson, students learn about verb forms in the narrative. The lesson starts with a choose the best option activity based on the previous story. In the analysis section, students analyse the past tenses briefly and practise them with the help of the pictures. This is followed by pronunciation where students learn how the most important words are stressed, Students tell the story of a mishap or adventure as a speaking activity. Finally there is some controlled practice through sentence construction.

Materials

Class CD, Gap - fill handout (New Cutting Edge Upper-Intermediate pg.34-35, Workbook pg.23 ex.3

Class CD, Gap - fill handout (New Cutting Edge Upper-Intermediate pg.34-35, Workbook pg.23 ex.3

Main Aims

To provide clarification, practice and review of the past simple, the past continuous, the past perfect simple and the past perfect continuous

Subsidiary Aims

To provide understanding of pronunciation and what "stress" is.

Procedure (32-45 minutes)

Lead - in (3-5 minutes) • to engage the students to the context of the lesson

- Put the Ss into pairs and ask them to do Language focus 1 on pg.34. Monitor and help if necessary. - Check answers with the class.

Grammar (3-5 minutes) • to review the past simple, past continuous and past perfect simple and to introduce the past perfect continuous

( Ss should be familiar with the past simple, past continuous and past perfect simple. This will help them understand the past perfect continuous.) - Put Ss into pairs to read the information and answer the questions in Analysis 1 (a/b/c). Refer them to sentences 1 - 8 in the previous exercise for help. Check answers and clarify anything the Ss do not understand or misunderstand. - In pairs get Ss to do Analysis 2. Monitor and help if necessary. Check answers with the class. ( Use Language summary A on pg.146 if necessary )

Controlled Practice (10-12 minutes) • to elicit information and to encourage the Ss to practise what they have learnt

- Ask the Ss to describe the pictures on pg. 34 and elicit some information about the stories which are related to pictures. ( If necessary teach " give a sharp poke, grateful " ) - In pairs, ask the Ss complete the stories - Give out the answers them to check in pairs.

Pronunciation (3-5 minutes) • to draw Ss attention to what " stress " is

- Play the class CD and draw the Ss attention to stressed words in the sentence. - Tell them that the most important words are stressed and the other words are often weak, e.g. a, an, from, the. - Write the two example sentences on the board and ask Ss if they can figure out the stressed words. - Get Ss to mark on the board. - Check the answers with class by listening to class CD

Speaking (5-8 minutes) • to encourage the Ss to tell a true story about the topic

- Put Ss in pairs and ask them to tell each other a true story that happened to them or a friend abour an adventure or mishap - Refer them to the ideas amd allow time to make notes - Monitor and provide vocabulary if they need.

Feedback (8-10 minutes) • to check the understanding of the verb forms in narrative

- Get the Ss to do ex. 3a on pg. 23 from the WB - Monitor and help if necessary - Hand out the answers for Ss check