Teaching practice 6
To provide review and practice of the Past Perfect and Past Simple in the context of relationships
To provide gist and detailed reading practice using a text about biography in the context of relationships
To provide accuracy speaking practice in a story relling in the context of family relationships
Procedure (46-53 minutes)
Show the Ss the picture of Zadie Smith. Ask them what they remember about her from the previous lesson.
Give Ss HO "A life story" and have them read it very quickly. Then Ss work in pairs and do the task of putting the events of Zadie Smith's life in order that they happened. WC feedback(Ss one by one say the next sentence in Past Simple)
Take to sentences from the previous task and ask Ss how they can put it in one sentence to show that one event in the past happened before another event or a specific time in the past. Elicit the form of Past Perfect, draw a timeline, elicit where Past Simple and Past Perfect go on the timeline(ask one of the Ss to come to the WB and draw on the timeline). Write an example sentence on the board. Check Ss understand the meaning of Past Perfect and Past Simple using CCQs. (Did these actions happenen in the past? yes Which happeed first? Past perfect) Remind Ss that contractions are used in affirmative sentences. Drill the pronunciation. Tell Ss that Past Perfect is used more in writing
Give students a HO p 135 ex 3 and ask them to complete the sentences with the correct form of the verbs given (either Past Simple or Present Perfect). Peer check in pairs. Then project the answer key on the WB
Direct Ss back to a "Life Story" HO and ask them to write 3 sentences about Zadie Smith's life using Pasdt Simple and Past Perfect to show which event happened earlier in the past. Then have Ss swap their papers and check if grammar is correct. Teacher monitors. If Ss make many mistakes, T writes some of them on the WB and elicits correction.
Give Ss the handout with ex 3 p 21 and ask them to write the reasons of different family situations in Past Perfect. Then Ss compare their ideas in pairs. Teacher monitors. Later T asks several students to share their ideas with the whole class. If there were many mistakes, T does delayed error correction by eliciting correction from students
If time. Put Ss in groups and give them the 1st sentece in Past Simple. The next student adds the next event and turns the previous sentence in past perfect. e.g. I left school. - After I had left school, I went to the university. Teacher monitors. Delayed feedback if necessary