To provide clarification on the use of The Past Perfect Simple
To practise listening for specific information
Procedure (45-55 minutes)
The students watch a video of Mr. Bean making a sandwich in a park. The person sitting next to him had already finished preparing their sandwich. The teacher focuses on the order of events.
The students listen to a recording about a day gone wrong. They are given written copies of the transcript and are encouraged to fill in the missing verbs. The teacher monitors to see if they need to listen twice. They check their answers in pairs before looking at the answer key.
The teacher asks about what tense aspect is used in the text. He/She, then, writes an example sentence on the board.
The teacher elicits the meaning of the Past Perfect Simple, using CCQs and a timeline (starting from the highlighted example). He/She then analyses its positive, negative, and question forms. Examples are drilled using finger highlighting and/or back-chaining, depending on the generated examples.
The students conjugate the verbs missing from the handouts. They choose between the simple past and the past perfect simple. The teacher monitors to check if they are using the TL accurately. They check in pairs before looking at the answer key.
The students are divided into groups of 3/4. They play the role of event planners. They talk about the best party they have ever organized, starting with "When the guests arrived, ..." or "A few days before the party..." Each student contributes with a sentence along the lines of "I had baked a chocolate cake," "I had rented 5 limousines for the guests," "I had called Beyonce to perform during the party" etc. The teacher demonstrates first. The students are encouraged to be creative. Ideas on what they can talk about are flashed on the projector. Do delayed whole class feedback if time permits.