Laurie Galbraith Laurie Galbraith

TP 4 Unit 2 Laurie Galbraith
Upper Intermediate level


In this lesson, students will review and practice grammar through narrative tenses (continuous, simple and perfect). The lesson will utilize MFP and Guided Discovery.


Abc Whiteboard & Markers
Abc Handout: Grammar 1 (Meaning)
Abc Circling Activity Handout-Controlled Practice
Abc UHU Patafix adhesive

Main Aims

  • Grammar

Subsidiary Aims

  • Vocabulary


Stage 1: LEAD-IN (2-3 minutes) • To provide a quick bit of context that builds on the information taught in the previous slot by Mohammad.

I will open class with a brief brief about a moral dilemma that will facilitate moving right to Stage 1 which will begin Guided Discovery.

Stage 2: MEANING (7-8 minutes) • To familiarize students with the meaning of narrative tenses using the past/present/future in continuous, simple and perfect. This will be through a reading activity and speaking within pairs or groups

1) T gives HO (Grammar Exercise #1) to class and reads instructions aloud, asking students to read alone - giving them two minutes to complete the task. 2) After two minutes, T will ask Ss to get in pairs or groups to discuss their answers. 3) While students discuss, T will write answers on the WB (simple, continuous, perfect) 4) T asks for FB by ELICITING answers.

Stage 3: FORM/FUNCTION (5-7 minutes) • To provide students practice with form and function of the narrative tenses (Past simple, past continuous, past perfect) and how they work together in speaking about the past.

On the board with Ss: (Examples) The man knocked on the door… Subject + past simple verb + prepositional phrase (It happened in the past and now it’s done) He was just settling down to work… Sub + was/were + base form verb (w/ing) (Something was happening at a particular time in the past) past continuous The wad of notes lay where he had placed it… Subject + past simple + subject + past perfect verb (already discussing the past and now we want to talk about something that happened even before that) (Sentences on WB adapted from Global Upper Intermediate, Macmillan, 2011. Page 24)

Stage 4: PRONUNCIATION (4-5 minutes) • Give students practice with pronunciation of how words fit together when speaking about the past-specifically, contractions, elisions, and

T will use backchaining and show on the WB how elision, assimilation and linking come into play when pronouncing words in the narrative tense past sentences. T will use sentences on the board from FORM/FUNCTION stage.

Stage 5: CONTROLLED PRACTICE (6-7 minutes) • Give students the opportunity for controlled practice with narrative tenses.

1) T will instruct students in circling activity (Grammar Exercise #2) using various forms of past narrative tenses. 2) T will put students in pairs. 3) T will monitor and also put answer key on the wall behind students during activity. 4) Instruct students to check their answers at the back of the room.

Stage 6: FREER PRACTICE (9-10 minutes) • The provides students the chance to take what they've learned and use it in speaking practice, producing sentences in a narrative way that reflects the simple/continuous/perfect past tense.

1) T will instruct students: "Think of a situation in the past where you had to decide between right and wrong, but the answer was not clear. Tell your partner about what happened, using the narrative tense we practiced. 2) T will give example story and write down narrative past tense verbs as they are used, just to add interest. One day, I was walking through the park because I'd decided to go see a friend for lunch. As I was sitting, I noticed something on the bench kind of hidden. I picked it up and opened it up. It was a jewelry box and when I opened it, I found a pair of beautiful earrings. It had been raining for several days and the box was wet, and the park I was in was one that not many people visited. It seemed like the box had been there for many days and I felt sure that the person would not come back looking for the box. They earrings were so pretty and I really had to think for a few minutes about what to do. So, you think of something that happened to you and tell your partner about it. 3) ASK STUDENTS TO PARTNER WITH SOMEONE NEW AND SHARE THEIR STORY. 4) T will monitor speaking, noting corrections needed. If time allows, T will use some of the speaking mistakes for delayed error correction on the board.

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