Grammar (past perfect)
Students will practice the past perfect with the word “had/hadn’t”
Speaking for accuracy
Procedure (43 minutes)
Ask Ss to review the text and look for the word had or hadn't.
Write on WB: Ramzan continued but the other swimmers had stopped. He didn't win the race because the other swimmers had helped him. (based on text from previous lesson) What word is the same in these sentences? (had) Does anyone know what this tense is? (past perfect) When do we use the past perfect? MEANING (We use the past perfect to talk about the relationship between events in the past.) Draw timeline on WB We use it to describe: One thing happened before another: He didn't win the race because the other swimmers had helped him. Background events: Ramzan continued but the other swimmers had stopped. FORM Highlight "had" and the past participle (helped, stopped) with another color. Subject + had + past participle CCQ's (ask Ss to refer to their text) When did Lorz take the shortcut? (BEFORE he had finished) Which did he do first - cross the line, or cheat? (cheat) Which does the story talk about first? (crossing the line)
Ss will work in pairs to fill in the gaps of activity 1and 2 1: (told, couldn't go, had lost) 2: (lost, had thrown, had fallen)
Ss will write reasons why the things from activity 1 & 2 happened and discuss with their partner.
Separate the class into groups of three. Give each group a set of cards and have them place the cards face down in a pile. Demonstrate the activity to the class by asking one student to take a card and read it aloud. Then, ask the other students to think of an explanation for the situation using the past perfect tense, e.g. I slept in my car all night because I had broken down. Next, tell the students to work in their groups and do the same with the rest of the cards. Explain that the group members take it in turns to read a card aloud and the other students in the group have to each come up with different explanations for the situation using the past perfect. Students receive one point for each believable explanation they can come up with. The student with the highest number of points at the end wins. When everyone has finished, go through the situations again and have the students give their reasons.
Students use the sports questionnaire and write one more question. Then they will ask other students the questions and find someone that fits the question.