Stephanie Guler Stephanie Guler

Intermediate (B1+) level


In this lesson, students will learn about the past perfect simple tense in the context of 'Twists of Fate'. The lesson will begin with a discussion about twists of fate, using the previous lesson's topic of Frane Selak as inspiration. Then students will complete a guided discovery handout, followed by a clarification of the MFP of the target language. Then the students will have controlled practice using the TL, first by predicting the outcome of a newspaper story, and then by listening to a recording of the article. Finally, students will have the opportunity to practice the TL in a freer speaking exercise about strange events.


Main Aims

  • To provide clarification and contrast of the past perfect and past simple tense in the context of twists of fate

Subsidiary Aims

  • To provide detailed listening practice using a text about a strange situation
  • To provide deduction reading practice using a text about a strange situation
  • To provide speaking practice using the past perfect and past simple in the context of strange situations


Lead In (4-5 minutes) • To review and discuss the topic of previous lesson

Greet the Ss. Ask Ss what they thought about Frane Selak's story. "What was your favorite part?" "Do you think he is unlucky or lucky?" "Have any of you had any experiences similar to Frane?" Tell Ss to discuss in groups, and then ask each group to share their thoughts in WC FB.

Guided Discovery (5-6 minutes) • To enable Ss to discover the meaning and form of the past perfect simple

Show Ss guided discovery HO Ex 1 on projector and elicit instructions from Ss. Show Ss HO and demonstrate that they need to fold the paper in half and only look at Ex 1 ICQs: Are you doing one exercise or both? One Which one will you look at? Exercise 1 In the exercise, will you write 1 by the first or second action? First Tell Ss to work in pairs and pass out HO. Monitor Ss and check for early finishers. Do WC FB. Nominate Ss to write answers on WB.

Grammar Clarification (11-12 minutes) • To clarify meaning, form and pronunciation of the TL

Tell Ss to take notes so they can remember. Elicit from Ss the use of this tense (Past perfect talks about completed actions in the past that happened before other actions in past) Is it used to talk about the future? No Is it used to talk about something happening now? No Is it used to talk about the past? Yes Is it used to talk about just one event? No How many? Two or more Did these events occur at the same time? No Did one event happen before the others? Yes Write on board: He won the lottery with the first ticket he had bought in forty years. Ask CCQs: How many events happened in this sentence? Two Can you break the sentence into two events? He bought a ticket. He won the lottery. Write timeline under example sentence. Nominate Ss to complete the timeline. Which event happened first? Ticket Won Lottery ______x______x___________________________________ Past Now Future Ask Ss to highlight the verb form in the example sentence: (had/hadn't + past participle) had + bought Ask Ss, what would be the negative form of this verb? (hadn't bought - Example: If he hadn't bought the ticket, he wouldn't have won the lottery.) Does the negative form work without a contraction? No...'he had not bought' doesn't make sense Use example sentences to model pronunciation for Ss. 1. He won the lottery with the first ticket he had bought in forty years. 2. If he hadn't bought the ticket, he wouldn't have won the lottery. Ask about the intonation. Where does the sentence rise and fall? Show intonation and stress points on sentence. Drill pronunciation of example sentence, plus add negative form Tell Ss to flip their guided discovery HO over (show them) and complete Ex 2 with their partner. Monitor Ss. Nominate Ss to fill in the gaps on WB for FB.

Semi-Controlled Practice of TL: Reading and Listening (9-10 minutes) • To provide semi-controlled practice of the target language using prediction reading/listening exercise

Show Ss HO on projector. Elicit instructions from Ss. Ask Ss to take a minute to read the paragraph. Demo the first question with WC: Why had the ambulance gone to the flat? (To help Mrs. Porter because she had broken her leg?) ICQs: Are the answers to the questions in the story? (No) How will you answer the questions then? (With our imagination) Will you guess what is going to happen? Yes Give Ss HO. Tell Ss they will read and answer the questions on their own. After Ss have had time to answer questions, stop them and have them discuss and compare answers with a partner. Monitor Ss. Try to collect errors while they are speaking. Do WC FB: Nominate Ss (one pair per question) to share their predictions. Tell Ss they are going to listen to a recording of the story and they should listen for the answers to the questions in the HO. Will their predictions be true? Then play the recording for Ss (1.34). Ask Ss if any of their guesses were correct.

Freer Practice of TL (7-8 minutes) • To provide freer practice of the TL and practice in speaking for fluency

Show Ss HO on projector. Elicit instructions from Ss. Demo exercise with WC by completing #1. Elicit as much as possible. Switch up partners for this activity (A,B,C,D...depending on # of Ss). Remind them to use their imagination to tell each story. Monitor Ss and collect errors. For FB, nominate Ss to share their ideas for each scenario.

Delayed Error Correction (4-5 minutes) • To provide clarification on errors and to highlight good language use

Write correct and incorrect examples of TL on board. Tell Ss that they need to find the errors and correct them with their partner. For FB, go through each sentence and elicit from Ss if the language is good/bad, why and correction (if needed)

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