Intermediate, Grade 7, B1 level
To provide clarification of past perfect tense in the context of story
To provide accuracy speaking practice in a conversation
Procedure (34-45 minutes)
Teacher will show students a photo of a can of Coca-cola with a name printed on it, and ask students if they remember it. Then, the teacher will inform the students that he will describe to them a funny situation, related to Coca-cola, that happened to him two years ago.
Teacher will tell the students a funny situation that happened to him two years ago, and will ask the students to go to the board and draw the events on it.
Teacher will ask students to retell the story and he will elicit the past perfect forms from them and write each of them below its picture on the board.
Teacher will highlight the form and usage of the past perfect tense that he will elicit from the students by making comparisons between the past simple and past perfect sentences in the story. After that, teacher will elicit negative sentences through asking questions related to the story like (Had I bought juice?). Teacher will ask CCQs to check students' understanding. Finally, the teacher will drill the sentences to make sure that students are able to pronounce correctly.
Ss will be given handouts and will be asked by the teacher to match, in pairs, the past perfect and past simple halves together. Student A will read the first part of the sentence and student B will look for its complement in his column. The teacher will set five minutes for the task, and ask ICQs. While the students will be answering, the teacher will be monitoring. When the time is up, the teacher will ask pairs to compare their answers, and then give the feedback by listening to students' answers and correcting the mistakes.
Another handout will be given to students to further practice. Students will work in pairs again and they will be asked to put the verbs between brackets in the correct form. Teacher will ask ICQs and make sure that students understand the question. Then, students will have five minutes to answer while the teacher will be monitoring. Afterwards, the teacher will ask students to compare their answers with their partners. Finally, the feedback will be given.
Teacher will divide the class into groups of four and give each group a set of cards. Teacher will ask the students to shuffle the cards and place them face down in a pile on the desk. The teacher will demonstrate the activity by asking one student to take a card and read it aloud, e.g. 'I slept in my car all night'.Teacher will ask the other students to think of explanations for the situation using the past perfect, e.g. 'I slept in my car all night, because the car had broken down and I was miles from home'.Students are going to play a similar game in their groups and they will take in turns to pick up a card and read the sentence aloud to the rest of the group. The other students have to each come up with an explanation for the situation using the past perfect. Each explanation must be different and students receive one point for each believable explanation they can come up with. Then, the next student picks up the card and so on. Teacher will be monitoring and observing so that he can pick up mistakes and get them corrected later by the students in the feedback stage through a T/F question.