Gizem Dolu Gizem Dolu

Lost-Part 2
Intermediate, B1 level


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Main Aims

  • To provide clarification and practice of may/might have past participle in the context of getting lost

Subsidiary Aims

  • To provide inference and detailed reading practice using a text about the possibility that something happened in the past in the context of getting lost


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Ask Ss how they feel today Tell Ss that they will read the second part of the story. Show Ss the photo of the second part. Ask Ss: "What happens in the second part of it?" Ask students to discuss the photo with their partners. minate two students and ask them to share their ideas

Exposure (5-8 minutes) • To provide context for the target language through a text or situation

Show the hand-out and tell students that they will match the words and their meanings before they read the story. Pass out the HOs Give 4 mins. Ask Ss to compare their answers with their partners. Tell Ss that the answer key is under their tables. If there are any mistakes, let ss explain each other.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Ask students to read the text and underline the sentences that have may have + past participle and might have + past participle structures Write three of these sentences on the board. The hiking leader thinks that Jamie might have wandered back to the park entrance. Jamie’s wife thinks that he may have been eaten by a bear. Some people fear that he may have frozen to death, while others fear that he may have become weak from starvation.

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

Ask these concept checking questions to make them understand when they use may/might have + past participle Do we know if Jamie went back to the park entrance? (no) Was he eaten by a bear? (maybe) Does she guess or tell the truth about her husband? (she just guesses) Do people know what happened in reality? (no) Tell studens that we use may/might have + past participle to talk about the possibility that something happened in the past. Highlight the form Underline the structures in the sentences again and ask students to repeat after you

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Tell students that they will work in groups. Form the groups by asking them choose a colorful paper. Ask students to read the text again individually and discuss the question behind the paper. Ask them to visualise their ideas. When they are ready, stick the drawings in the walls. Give students 6 mins. Ask students to stand up and move around the classroom. The group members look at other group's drawings and guess what could have happened to Jamie in the forest from their papers and take notes. Then they stick their sentences under the pictures and check them.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Tell students that they will work in groups. Form the groups by giving them a number. There will be 4 groups of 3 people. Write the sentences below on the board. Ask students to do the task. Imagine you are meeting friends at a restaurant. One friend is an hour late. You and your other friends are trying to figure out why he/she is late. Write five sentences like the following. Ex. He might have missed the bus. Monitor but do not correct their mistakes. After they finish writing, stick them on the walls. Ask students to walk around the classroom and check and note down the mistakes. Write wrong sentences on board and let students notice and correct the mistakes.

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