Rahma Sherif Rahma Sherif

TP6, Journey
Intermediate level

Description

In this lesson, Ss will study the pas perfect tense and how to use it to order the events of a story in the past. They will also speak about their own journeys after litening to a record talking about journeys.

Materials

Abc Records
Abc Inside out
Abc hand out

Main Aims

  • To provide clarification and practice of past perfect tense in the context of ordering events of a journey that happened in the past.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of journeys that each student has been to.

Procedure

Warmer/Lead-in, exposure, and highlighting (0-9 minutes) • To set lesson context and engage students

1) After T welcomes Ss, she will start the lesson by telling a very short story that happened to her (ordering the events in the past and exaggerate the PP tense). then make a discussion with Ss { lead in, 3 minutes} 2) T elicits from Ss the order of events and which of them happened first. T handouts a written passage and ask Ss to underline past tenses. T gives feedback and elicits from Ss that there are past simple and past perfect verbs {exposure&highlighting from 5:6 minutes}

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning phase, 1- In the last exercise, T elicits from Ss that actions in the PP happened first. 2- T uses a timeline (which is attached to the LA) to teach the meaning. 3- :T uses CCCQs to check Ss understanding. For example, Do these events take place in the present? Ss "No" So they happened in…? " "in the past" Very good, and which happened first? . Form phase, 1- T writes down some examples on the board _ as mentioned in the LA_ to elicit the form of the structure: We were late, the train had left. We were late, the train had already left We were early, the train had not left. Had the train left? Why had the train left? Phonology phase, T elicits from Ss the pronunciation of the previous examples. Then drill

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

T divides the class into 2 teams, then sets the third activity. each team will work together and guess some events in the PP to complete the sentences so that they have a completed story.

Free Practice (5-9 minutes) • To provide students with free practice of the target language

T ask Ss to talk about their journeys using the PP. T monitors and gives help if needed.

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