Past Tenses Lesson
To provide review for Past Simple and clarification and practice for Past Perfect in a contrastive way in the context of Van Gogh's life
To provide accuracy in written production by means of Past Simple and Past Perfect Tenses
Procedure (39-45 minutes)
Greet students I'll start the lesson by asking some questions to the Ss about Van Gogh that was mentioned in the previous lesson and elicit some information about him.
Write the questions "What did Van Gogh do as a young man?" on the board to elicit the simple past model sentence "As a young man he worked as an art dealer in London and Paris." Write another question "Why did he try to commit suicide?" on the board to elicit the past perfect model sentence "He was depressed because he had fallen in love with his cousin." Get them work in pairs. Give them some time to find the answers and elicit from the Ss. Write the answers on the board.
After eliciting the model sentences about Past Simple and Past Perfect from the Ss and writing them on the board, I will clarify the meaning with CCQs: As a young man he worked as an art dealer in London and Paris. 1. When did he work as an art dealer in London and Paris? (As a young man) 2. Does he work as an art dealer now? (No) 3. Is it now or in the past? (In the past). He was depressed because he had fallen in love with his cousin. 1. What happened first? (He fell in love with his cousin) 2. What happened later? (He was depressed). Then, give the instruction of the exc. 1 "read the sentences and answer the questions" and do ICQs. Give them some time to do the task. Distribute the hand-outs about the meaning of Past Simple and Past Perfect. When they finish the task, tell them to check their answers with a partner. Elicit the answers from them and ask for justification if necessary. Give the instruction of the second task (exc. 2) "Look at the sentences again and choose the best timeline for each sentence.". Do ICQs and distribute the hand-outs and give them some time to do the second task. When they finish the task, ask them to peer check. After peer-check, elicit the answer from the Ss. Ask for justification if necessary. After that, give the instruction of the third task (exc. 3) "Complete the forms" and do ICQs and distribute the third tasks. Give them some time to do it and when they finish it, give some more time and ask them to check their answers with a partner. Then, elicit the answers from the Ss. After finishing all the tasks about the meaning and form, tell them to look at the model sentences on the board again (As a young man he worked as an art dealer in London and Paris) and (He was depressed because he had fallen in love with his cousin). Check the intonation, sentence stress and linking and show them with arrows and boxes on the board. Model and drill the sentences chorally and individually.
Give the Ss the instruction of the controlled activity (exc. 4) "Complete the sentences with the Past Simple or the Past Perfect form of the verbs in brackets.". Do ICQs and distribute the hand-outs. Give the Ss some time to do the task. When they finish it, ask them to peer check and then elicit the answers by nominating the students one by one and ask for justification "why did you choose Simple Past/Past Perfect?".
First, give the Ss the instruction of the semi-controlled practice (exc. 5) and do ICQs. Remind them they need to use some linking words such as "when,after,before" while they are linking the sentences. Distribute the hand-outs and set the time for the task. When they finish the task, give them some more time to check their answers with a partner. After they finish the peer-check, elicit the answers from the Ss. Ask for justification if necessary. Do w/c FB if necessary.