jt jt

Tell me about your holiday
Intermediate level level


In this lesson, we will use the context of a holiday to review and clarify the Past Perfect.


Abc Worksheet
Abc Story Cut-outs
Abc HO
Abc Annette's handout

Main Aims

  • To provide clarification of the past perfect in the context of telling a story about a past travel experience.

Subsidiary Aims

  • Drill weak form of had common in the past perfect


Warmer/Lead-in (3-5 minutes) • The students will be re-introduced to the context of the lesson. Also, set contest for the final reading activity

T will give each student a set of pictures and their job is to guess how the pictures are related. Ss will be allowed to work in pair and each person need to write down an answer. Ss will be give 2 minutes. T will board good answers and then T will tell them to put away the sheet and we will come back to it later Script: Hello Class, Today we are going to chat a little bit about travel. The first thing I am going to give each pair is a sheet of paper with a few pictures. How are these pictures related?

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

Script: Keep you Guesses for later but now I want you but your guess and the reading under your desk. I want to test you memory of the story from last class. I am going to break you into group of three and I want you to put the card in the same order that you read them in the story from Annette's class. I will give you 3 minutes. Ok, let's review the answers. Now I want you to rearrange the sheets into the order that they happen. Not it the story but from the first thing he did too the last one. Give the Ss one minute to peer check. T make sure you monitor this class closely, If they get this stage wrong then you will be focus on the first section of the Grammar sheet which focuses on meaning. The T will now distribute the matching exercise and the Ss will work on it individually. Give them 2 minutes and then FB. T Note: Monitor carefully because this exercise will expose flaws in the understanding of form.

Clarification (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage.

Script 1 is for meaning problem: T will distribute grammar check sheet and allow student to review them in pairs. Give the S about 5 minutes to work on this sheet. Board : We were too late:the train had already left. Past Perfect Simple Past __________*_______X______ CCQ: Did we get the train?(No) Did the train leave before we got there? (No) We use had to show that something happend earlier than the thing that just use the -ed or past form. Possible question: What about a sentence like: I traveled to Beijing, the UK and then Germany CCQ: Which place did he travel to first? (Beijing) CCQ: If I move Germany to the front does that shift the order, yes. If a problem with form arises use use the L.A. form list to see if it can be used to correct it.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

T will give each Ss a copy of the Micheal Criteton reading and have them working thought section one and two as a diagnostic to compare with the initial lesson. T will monitor and FB on TL T will have them bring back out their sheets from the beginning of the class to see if there guess was correct

Free practice (13-15 minutes) • To provide students with free practice of the target language

Ss will be broken into groups of four and they will come up with an idea for a picture just using their bodies and what is around the room. 3 minutes. After three minutes one group will create the picture using their bodies and they have two jobs. 1. What happened is happening now and guessing what happed before the scene. 5 minues FB TL error

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