Gokce Bahar Lap Gokce Bahar Lap

Gokce Lap/ TP8 GRAMMAR
Pre- Intermediate level

Description

In this lesson, students learn about when to use The Past Perfect Simple and Past Simple. The context is set in connection with the previous lesson and the students are exposed to the target language through the text. The language will be clarified on the board and controlled written practice, semi-controlled practice and freer practice steps are followed.

Materials

Abc Handout
Abc Story Cards
Abc Whiteboard
Abc Handout
Abc Visual Aid using projector
Abc Texts for students to read
Abc Self-Designed Handout

Main Aims

  • By the end of this lesson, the students will learn about Past Perfect Tense and they will be able to differentiate Past Perfect Tense from Simple Past Tense in terms of both meaning and structure.

Subsidiary Aims

  • By the end of the lesson, students will have developed their speaking skills during the freer practice.
  • By the end of the lesson, students will have developed their writing skills during the semi controlled practice.

Procedure

Warmer/Lead-in (5-7 minutes) • To generate interest in the topic/ theme/ context of the text

T starts asking students what was your favorite story when you were a kid? Then says mine was Cinderella. T divides students into pairs and distribute them mixed pictures taken from Cinderella and asks them to put the pictures into the correct order in 2 minutes. Students hang pictures in the correct order on the board.

Highlighting the target language (3-5 minutes) • To highlight to the target language so that learners are focused on it

T asks some questions about the story which will lead the students to use the new structure and T writes the sentences which include both Simple Past and Past Perfect Tense on the board.

Clarifying target language (8-10 minutes) • To clarify meaning so learners understand it. To clarify the pronunciation so learners know how to say it. To clarify form so that learners know how to construct it

T draws a timeline on the board below the sentences already written. T explains the students that both actions happened in the past but one of them happened earlier, and the students will find the 1st and 2nd actions. Past perfect is used to talk about finished actions that happened before a certain time in the past. Then T elicits the form and practices pronunciation with Ss. S + had + past participle (verb3) + O S + had not + past participle (verb3) + O Had + S + past participle (verb3) + O?

Controlled practice (10-12 minutes) • To provide controlled oral/written practice focused on using the language accurately

T focuses on the exercises for 12A on p.149. Students do them individually or in pairs. T checks answers and gets Ss to read the full sentences. Part a 1G 2D 3 A 4 F 5E 6 B Part b 1 didn’t recognize, had changed 2 phoned, had left 3 turned on, had already finished 4 didn’t lend, hadn't watched 5 had closed, arrived 6 got, had broken 7 had stopped, left

Semi-controlled practice (8-10 minutes) • To provide controlled oral/written semi-controlled practice focused on using the language accurately

T asks students to complete the following sentences in their own words by using the past perfect structure. 1. When l got to the check-in desk l suddenly realized that... 2. When we arrived back from our holiday we found that... 3. When the film started I realized immediately that... 4. I couldn't answer any of the exam questions because…. 5. We spent 20 minutes in the car park looking for the car because we couldn't remember… T puts Ss in pairs and get them to compare their sentences with a partner. T gets some Ss to read their sentences to the class. Possible completions 1 I’d left my passport at home. 2 all our plants had died. 3 I’d already seen it. 4 hadn't studied. 5 where we had parked.

Freer Practice (8-10 minutes) • To provide freer oral/written practice and use the language productively

T puts Ss in pairs, A and B (A on p.104, B on p.109.), and get them to sit face-to- face if possible. Then T goes through the instructions and make sure Ss understand what they have to do. T gives Ss time to think of verbs that could go into the sentences. T monitors while Ss are doing the activity, and encourages them to say the sentences with the right rhythm. If time: Students will play board game to practice Past Perfect structure.

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