Alice Park Alice Park

Past time expressions: Erich Lejeune & Life stories
Beginners level

Description

In this lesson, Ss will have already read the article: The story of Erich Lejeune. From the article, Ss will focus on four past time expressions: in, for, when, until. Ss will learn the meaning from self-guided discovery, and will then incorporate the target language in writing and speaking about their own personal lives.

Materials

Abc Reading text: The Story of Erich Lejeune
Abc Grammar Self-Guided Discovery Handout
Abc Past time expressions: Controlled Practice
Abc Past time expressions: Controlled Practice (T's timeline)

Main Aims

  • To provide clarification and practice of four past time expressions in the context of The Story of Erich Lejeune, as well as their own life stories

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a re-telling of a life story
  • To provide process and product writing practice of a life story

Procedure

Lead-in (5-6 minutes) • To use the previous lesson's reading text to create a visual timeline of Erich Lejeune's life

T will draw an empty timeline on the board. Then T will ask Ss to work in pairs, and go through the text, and underline all the year and time markers. After a couple minutes, T will ask Ss which year should go at the beginning according to Erich Lejeune's life. T will continue to elicit years that are in the text and put them in chronological order according to the Ss' eliciting.

Self-Guided Discovery Exercise (2-3 minutes) • To have Ss fill out blanks, using "in, for, when, until" according to the reading text

T will then have Ss work in pairs to fill out ex. 2 (self-guided discovery table). T will closely monitor to see which past time expressions the Ss have a good understanding of, and which ones they don't. After a couple minutes, T will ask Ss to come up on the board and write the correct answers.

Clarification of Grammar (5-6 minutes) • To clarify the meaning, form, and pronunciation of past time expressions

T will focus on the marker sentences on from the self-guided discovery, and use CCQs to elicit the meanings for each word. The table is divided into two groups: 'How long?' and 'When?' T will use the timeline that was already elicited from the lead-in stage, and ask Ss if 'for' is a length of time (using hand gestures), or a set time (using hand gestures). T will then go through the next three asking if they are either a length of time or a set time. For 'until,' T will clarify that 'until' is a stretch of time to the date, but does not include the date.

Controlled Practice (3-4 minutes) • To have Ss choose the correct past time expression

T will give out a handout with four questions. Ss will work in pairs and circle the correct past time expression according to the sentence. After a couple minutes, T will have Ss come up and write their answers on the WB.

Controlled Practice (3-4 minutes) • To have Ss practice using the four past time expressions from the reading text

T will have Ss do exercise 3 in pairs; before Ss do the exercise, T will do the first one with them as an example. After a couple minutes, T will have Ss come to the WB and fill in their answers.

Controlled Practice 2 (4-5 minutes) • To have Ss practice the past time expressions in a similar context

T will put her own timeline on the WB, using at least 8 time markers. Then, T will hand out a handout with five questions, where Ss will need to complete the sentences according to the T's timeline. Ss will work in pairs. After a couple minutes, T will have the Ss write the correct answers on the board.

Semi-controlled Practice (5-7 minutes) • To have Ss put their own lives on a timeline

T will have Ss put their own lives on a timeline, using at least 8 different time markers. T will point to her own timeline on the WB as an example. Ss will do this individually. After a couple minutes, T will then write a couple example sentences on the WB, and have Ss write down their timeline/life story. After Ss are finished writing, T will have them explain their timelines to their partners.

Freer Practice (4-5 minutes) • To have Ss practice speaking fluency using the target language

T will then have all the Ss leave their timelines at their desks and have them come to the front of the room. The Ss will face each other in two lines. T will explain that they will have to tell their own life stories to the people in front of them. After a couple minutes, T will have the Ss switch partners, and re-tell their stories to their new partners. At the end of the activity, T will have a couple people share their own life stories (or their partner's life stories depending on how well the activity goes).

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