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Stories behind photos, Past Continious
Pre-Intermediate (A2) level

Description

In this lesson, students learn and practice Past Continuous in contrast with Simple Past in the context of stories behind photos. They will be led into the topic through the context of a story where they will understand the meaning of the TL by themselves. Then they will be guided through a guided discovery task where they will be exposed to analyse the meaning and form of the TL. Next, they will do some controlled practice through a gap-fill. And finally they will listen to some sounds and make sentences using the past continuous and the past simple.

Materials

Abc Grammar handout
Abc A photo of 'A moment of History'
Abc Ex 2c
Abc Ex 2a
Abc Ex. 1c
Abc Power Point Presentation
Abc Gap-fill handout, Ex.2B(a)
Abc Whiteboard
Abc Projector

Main Aims

  • To provide clarification, review and practice of the past continuous tense in contrast with simple past in the context of stories behind photos

Subsidiary Aims

  • To provide gist reading practice using a text about the story behind the photo in the context of a moment in history

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

*T projects a photo taken by a news photographer Tom Pilston in 2008 (with no title under it). *T points to the photo and asks: 'What do you think is happening'? Sts respond with action verbs. (e.g. listening, looking at smth/smb), etc. *T points at people and asks: 'What were they doing?' Sts respond. *T asks: 'Where were they looking at'? Sts respond. *T asks: Look at these four statements and choose one which best describes the photo.Sts. choose one.

Exposure (4-6 minutes) • To provide context for the target language through a text

*T points to the text and says: 'You are going to read a text 'The story behind a photo - A moment in history'. *T says: 'While reading, answer the questions in ex.1c'. *Sts. check their answers in pairs before w/c FB. *Then T projects answers on the w/b for OPFB.

Highlighting (2-3 minutes) • To draw students' attention to the target language

*T projects ex.2a on the w/b. *T points to the highlighted language. *T asks: Which of these two statements does the highlighted language refer to? : a. after he took the photo, b. at the same time as he took the photo. *T says: You have got 1 minute to think in pairs. *In 1 minute, Sts respond.

Clarification/A guided discovery of language focus (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

*Students will undertake a guided discovery task to focus on the meaning, form and pronunciation of the Past Continuous Tense. *The students will first work on the meaning section of the guided discovery independently (3 mins). *Then Sts will discuss answers in pairs (1 min). *Then T clarifies the meaning through OPFB. *During this feedback, T boards the sentence and draws a timeline. *Sts then complete the form focus (3mins) with OCFB (2mins). *T monitors and micro-teaches where appropriate.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

*T says: Now you do a gap-fill activity. You have six sentences to work on. *T asks ICQs: 1. Which form of the verb do we use for Past Simple? Sts respond. 2. How do we form the Past Continuous Tense? Sts respond. 3. What do we write to connect the past simple and the past continuous tense? Sts respond: 'when'. *Sts do the task individually first. *T micro-teaches and carries out monitoring just before the Sts. check answers in pairs. *T project answers on the WB.

Semi-Controlled & Freer Practice (6-8 minutes) • To concept check further and prepare students for free practice

*T names the Sts -apple, -banana, -kiwi, -orange *Sts change their sits according to their 'fruit' name. *Sts are told that they are going to listen to the sounds and make a sentence using the past continuous tense and the past simple. *Students check their answers with partner. *T projects an answer key on the board.

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