Gizem Dolu Gizem Dolu

Lost-Part 3
Intermediate, B1 level




No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of Could have + past participle in the context of getting lost

Subsidiary Aims

  • To provide inference reading practice using a text about something was possible 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 third part of the story. Show Ss the photo of the third part. Ask Ss: "What happens in the third part of it?" Ask students to discuss the photo with their partners. Nominate 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 could have + past participle structure Write three of these sentences on the board. He could have starved to death in the forest. He could have even frozen to death or been attacked by wild animals. He could have fallen and hurt himself and never made it back.

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 could have + past participle Did he die in the forest? (no) Was he too hungry to die? (maybe) Was he attacked by wild animals? (no) Was it possible for him to be attacked by wild animals? (yes) Tell students that we use could have + past participle to talk about something was possible 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

Ask students to write the answers of these questions. Remind them that the questions are not about the story. 1. Have you ever done something that you regretted afterwards? (ex. Hurt someone’s feelings). What could you have done differently? 2. Think of a time you got in trouble for something? What could you have done differently so as not to get in trouble? Monitor students and help them if they need it. When they finish ask them to change their writings with other students. Assign homework. Tell students that they will write what he/she could have done differently.

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