Meghan Pakalnis Meghan Pakalnis

Meghan_Pakalnis_TP3
Upper-Intermediate level

Materials

Abc Grammar for English Language Teachers
Abc Teacher's textbok
Abc Student textbook

Main Aims

  • To provide review of the present perfect simple and simple past in the context of telling a story about the past

Subsidiary Aims

  • To provide accuracy speaking practice in using simple past and present perfect in the context of talking about completed events

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

1. T sets timer for stage (5 minutes) 2. T shares screen 3. T gives instructions: (1 min) “ I want you to tell your partners a story about your childhood. For example: When I was ten years old I was climbing a tree in my backyard with friends and fell. I had to go to the hospital to have a cast put on my broken arm. You will have 2 minutes in groups.” ICQs: What are you going to be talking about? Story from childhood 4. T sends link and creates break out rooms (2 minutes) 5. Once time is up, T ends break out rooms 6. OCFB: T nominates a few students to share for 1-2 minutes (until 6 minute timer goes off)

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

1. T sets timer for stage (8 minutes) 2. T shares screen 3. T gives instructions: 2 min “You will have 3 minutes to read this text and decide which verbs are in PAST SIMPLE and PRESENT PERFECT SIMPLE. Try to identify which of these forms the verb is in. Let’s do the example together. (solved, simple past). When you finish working alone don’t hit submit until you have worked in your groups.” ICQs: How long do you have? 3 mins Are you writing all the verbs? No, only past simple and present perfect simple 4. T sends link and sets timer for 3 minutes. 5. Once 3 minutes is up, T will get students attention and put them in groups. “You now have 2 minutes to talk in groups about your answers” (2 minutes) 6. Once 2 minutes is up T will end break out rooms and go over responses….

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

1. T sets timer for stage (3 minutes) 2. T will end break out rooms and go over responses. 3. OCFB: T will share ‘responses’ screen 4. T will nominate students to share their answers – if they got it right or wrong – if they understand it now…

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

1. T sets timer for stage (10 minutes) 2. T will share screen of MFPA slides. 3. T will go through slides. 4. T should involve students with CCQs while explaining the slides: - SLIDE 2: - Follow prompts on slide for Qs - SLIDE 7: - Follow question prompts on slide - SLIDE 9: - What is a past participle? It isn’t a tense, it must be used in conjunction with another verb – here have or has - IF TIME PERMITS GO TO SLIDE 12 - SLIDE 12: - If we are asking a question in the simple past, do we use the past tense of the verb? No - What word do we need to add when asking a question or making a negative statement in the simple past? Did (Which is the past tense of? do) - What are some other examples of irregular verbs in the past tense? (go, went), (give, gave), (come, came), (have, had), (do, did)

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

1. T sets timer for stage (10 minutes) 2. T shares screen. 3. T gives instructions: (2 mins) “You will have 2 minutes to start working on this by yourselves before you work in groups. You need to write the correct form of the word that is in brackets and use the adverbs in parenthesis. Let’s do the first one together.” I’ve always been / learnt 4. T sets timer for 2 minutes 5. Once 2 minutes are up T gives instructions: “Now you will go to break out rooms for 3 more minutes to finish and compare your answers” 6. Once 3 minutes are up T will end breakout rooms 7. OCFB: (3-4 minutes) T will share screen and go over responses with students and checking if they understand the answers

Free Practice (8-10 minutes) • To provide students with free practice of the target language

1. T sets timer for stage (10 minutes) 2. T shares screen 3. T gives instructions: (1 min) “Now I want you to practice using these verbs by talking about a famous person you admire and what they have done in their lives that has made you admire them. You should each talk for about 2 (depends on remaining class time) minutes. I’ll give an example: I admire ... I’m going to try to put you in groups with two students." 4. T monitors break out rooms and writes some good and bad examples of the verb tenses being used. 5. After 6 minutes, T brings Ss back to the main room for OCFB and DEC

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