Verb forms in the narrative
Pronunciation - stress
Procedure (32-45 minutes)
Divide the class into two groups. Get a volunteer from each team to sit at the front of the class facing peers. Each team must help their team member guess the word on the board. The word on the board will be "the past". ICQ's: Can you act? YES Can you use your hands? YES Can you say the word? NO
Divide Ss into groups. Ask them to read Language Focus 1 and check for new vocabularies. Clarify the idiom "Laugh head off". Clarify the phrasal verb "draw up". Let Ss show. Ask Ss to complete Language Focus 1 and check their answers in the group. One "pirate" per group can check other groups' answers. Monitor to ensure Ss are speaking english. Check answers WC.
Put Ss into pairs to read the informations and answer the question 1. Refer them to sentence 1-8 in prev. ex. Elicit the answers from the class. In the same pairs instruct students to read ex. 2, ask if they need clarification. Students start ex. While they work, draw two timelines on the WB. After 3 min. get their attention and elicit answers. Ask Ss if they had any problems understanding the concept and if so, encourage another student to explain. If no student can explain myself.
Draw Ss attention to images on worksheet. Ask Ss to describe what's happening in one of the images. Hand out worksheet 2. Put Ss into different pairs than before. Ask Ss to complete ex. 1 part a. ICQs: Do you answer part b? NO So you just answer part a? YES Monitor the class to see speed of completion and decide when to go through answers. Elicit answers from Ss. Ask Ss if they had any problem and clarify (e.g. give a sharp poke). Repeat process for part b and c (c optional).
Write the first sentence of practice 1c on WB. Remind Ss of the yesterday's lesson focused on stress (Grady). Read the sentence emphasising stresses. Ask a S to come to WB and draw the first stress. Ask the other Ss if they agree then if not elicit solution from Ss. Continue handing out the WB marker to different Ss to mark a new stress.
Ask Ss to share a personal past story with their partner. Walk around and listen to Ss helping them with missing vocabulary or tenses used. If time ask Ss to share their story with class.