Safir's observation 1
upper-Intermediate, B2 level
To provide clarification of the past perfect in the context of coincidences.
To provide gist and scan jigsaw reading practice in the context of coincidences to highlight the target language.
To provide product writing practice of a story in the context of coincidences and strange events.
To provide gist and specific information listening practice using a text in the context of coincidences.
Procedure (65-90 minutes)
After greeting and everything the teacher will show page 53 and ask the Ss this question: what do you think each picture is about? The T will try to elicit the words like 'telepathy' , 'a coincidence' , 'deja vu'.... . Then the T will ask the Ss to open their books, work in pairs and put the given words in the correct gaps. Finally, the T will get WC FB.
The T will ask the Ss to go to page 54 and read the text topic. Then ask them to take a look on the pictures and say what they think the text is about and what coincidence each person experienced. After collection some FB, the T will put the Ss in A and B. Ss A will read the text about Emma. Ss B will read the text about Glen. In the end the T will put Ss in pairs (one A and one B) and ask them to tell each other what happened in their story. (it is kind of a jigsaw reading activity)
The T will ask the Ss to work in their pairs again and try to complete the sentences at the bottom of the page (exercise C). Meanwhile, the T will check the answers with the WC quickly. Then, T will write these two sentences on the WB to use them later on in clarification stage. 1. I had just met my husband, he was showing me photos. 2. It was nice to have company because I hadn't spoken to anyone in days. In the end, the teacher will elicit the FB,
The T will ask CCQs to clarify the meaning. For sentence no. 1 (which is on the WB) - Is this sentence about past? - Which action happened first, meeting or showing photos? T'll draw this timeline with Ss' help For sentence no. 2 - Why was it nice to have company? In the end the T conclude that we use the Past perfect to talk about: 1. One thing happened before another 2. To give reasons
The T will write structure of the Past Perfect with Ss' help [+] Subject + had + p.p [-] Subject + had + not + p.p [?] Had + subject + p.p short answers: [+] Yes, subject + had [-] No, subject + hadn't
I will drill the sentences on the WB with backchaining technique. After that I will ask if there is any questions.
The T will ask the Ss to read the grammar box and do the gap fill exercise (2A) T will monitor the Ss to make sure everybody is doing the write task. Next, the T will ask them to check their answers in pairs then get the FB in the end and provide on the spot correction when there is an error in the target language.
I will tell the Ss that they are going to listen to Elena talking about a coincidence. I will ask the Ss to listen to the recording and say if they understand what the coincidence is. I will play the audio just once so the question must be really easy to answer because they have to get the general idea of the text. I will check the answer with the whole class as the FB.
I will tell them that they are going to listen to the audio again and answer the questions at the bottom of the page 55. I will give them some time to read the questions before playing the audio. (I will play the recording twice if needed.) I will give them some time to check their answers with their peers. I will check the answers with the WC as the FB.
I will put the Ss in groups of 4 or 3 (depending on the number of present Ss). Then I will ask them to go back to the page 53 and make a story about telepathy, deja vu or a coincidence. The story must not be less than 7 lines and they should try their best to make it funny. The Ss must use the Past Perfect at least twice. While they are doing so, I will have a paper and a pen ready to write down students' errors to provide delayed error correction. Moreover, the teacher will monitor to make sure students are using the target language of the day and help them if they need and get who has the most interesting story to be elicited in FB stage. Finally, the teacher will write the errors on the WB and correct them with the help of students (delayed error correction).
The teacher will tell the students to go to the page 145 and tell them to work together and fill the gaps in lesson A activity. He will monitor to see if everybody is involved in each group. Then, the teacher will elicit the FB