Alaa Ali Elfawal Alaa Ali Elfawal

Review of past perfect tense
intermediate level


In this lesson, SS will review the past perfect tense and also to help SS differentiate between past perfect and simple past in the context of "Adventurers". The lesson starts with activity to review the past perfect, then followed by listening to many tracks to highlight the target language. At the end, there are controlled, semi-controlled and freer activities.


Abc face to face intermediate student's book

Main Aims

  • To provide review of past perfect tense in the context of adventurers.

Subsidiary Aims

  • To provide fluency of speaking in the context of adventurers.


Lead- in (3-5 minutes) • To set lesson context and engage students.

T asks the SS to work alone and make a list of things they had done, or had learned to do, by the time they were 5, 10 and 13 years old. T then puts SS into pairs. SS share their ideas and find out how many of the things they had done, or had learned to do, are the same. T says an example and asks SS to share these ideas with the class. The example" By the time we were ten, Stephan and I had both learned to ski"

Exposure (3-5 minutes) • To provide context for the target language through a text or situation.

T asks SS to look at R4.4, SB p 146. T plays the recording and asks SS to listen and underline all the examples of the past perfect they can find. After finishing, T asks SS to check their answers in pairs. T checks answers with the class.

Highlight • To draw students' attention to the target language and help help students to hear the differences between the past perfect and the simple past.

T tells SS that they are going to listen to the recording 4.6 to notice the differences between the past perfect and the simple past. T plays the recording again, highlighting the contracted form 'd in I'd, He'd and They'd. Also, the weak form had/ d/ in Nick had worked there. After that, T gives SS an exercise to do on their own and then check in pairs. T check the answers with the class. The exercise is on page 31 point 7, a

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language.

T clarifies the first sentence on the board. T asks SS to read the firs example. "I decided to make the series because I'd seen an article in the newspaper". T asks SS "How many actions do we have in that sentence? SS reply Two actions. T says correct! And what are those? SS reply "decided and had seen are the actions in the sentence." That's right, When did they happen? SS answers both happened in the past. Which is the first past action? had seen. And how about for the second action? Past simple is used for the second action. When there is more than one action in the past, we often use the past perfect for the action that happened first. - Compare these sentences : "When I turned on the TV, the programme started". (First I turned on the TV, then the programme started almost immediately.) "When I turned on the TV, the programme had started. ( First the programme started then I turned the TV). T then drills the examples above. T reviews the form of past perfect, the positive form. Positive: We make the past perfect positive with subject + had or 'd + past participle. The Titanic had sunk the day before she arrived in France. T directs SS's attention that the past perfect is the same for all subjects : I/ You/ He/She/ It/ They had already arrived when John got home. Negative: We make past perfect negative with subject + hadn't + past participle. "I hadn't hear of any the women before." Questions: We make past perfect questions with: (question word) + had + subject + past participle ? The short answers to past perfect yes/ No questions are : Yes, I had. No, I hadn't. - We often use the past perfect after realized, thought, forgot, and remembered. - We often use by the time, when, because, so, before, after and as soon as to make sentences with the past perfect and simple past: The party had finished by the time he arrived.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice.

T puts SS into two groups, group A and group B. T asks group As to turn to SB p 103 and SS B turn to SB p 108. T monitors and checks that they are all looking at the correct exercise. T then asks students to work in pairs with someone from the same group. SS put the verbs in brackets into the correct form.. While SS are working, T monitors and corrects any mistakes. For early finishers, they can check their answers with another pair from the same group.

Semi- Controlled Practice (4-6 minutes) • To concept check further and prepare students for free practice

T reorganizes the class so that a pair from group A is sitting with a pair from group B. SS are not allowed to look at each other's worksheets. T gives clear instructions for SS to follow up. T then asks pairs take turns to read out the sentences from a). The other pair guesses the correct answer. T points out that the correct answers are in bold. Then SS work out to find which pair got more answers right. Finally, T asks each group to tell the class which pair got more answers right and finds out how many pairs got all five answers correct.

Free practice (6-8 minutes) • To provide students with free practice of the target language.

T gives SS a minute or two to think of an interesting story about when they were children, using the ideas in the box or their own ideas. SS work on their own and make notes about their story. T monitors and helps SS with vocabulary. T asks SS to work in pairs and takes turns to tell their stories. SS can ask questions at any points to clarify anything they don't understand or to find more information. T monitors while they are working and helps SS with language problems.

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