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Copy of Past Perfect Tense, The Mystery Story
B1 level


In this lesson, students learn about "Past Perfect Tense " through an audial text. The lesson starts with a word hedgehod (word cloud or chart); students are asked to bring background information, -especially vocabulary -about mystery. This is followed by listening the text and ordering the hard copy of the text. Vocabulary and grammar clarification are done by the teacher. A few controlled and semi- controlled activities are covered. And finally, a free activity; station method- creative wiriting is made.


Abc Pictures
Abc Handouts
Abc Gap- fill handout

Main Aims

  • To provide process and product writing practice of a creative story serie in the context of mystery
  • To provide clarification and practice of past perfect tense in the context of a mystery story.

Subsidiary Aims

  • To provide accuracy speaking practice in creating stories in the context of mystery
  • To provide clarification of vocabulary
  • To provide detailed reading practice using a text about past perfect tense in the context of a mystery story.
  • To provide gist listening practice using a text about past perfect tense in the context of a mystery story.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Teachers draws a word hedgehog on the board and ask students to come and write/draw whatever it recalls to them.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

First of all, teacher plays the audio and ask students to listen to it very carefully. Teacher presents the meaning of some words from the text on a PPT or miming, acting. Then; ask students to check under their desks/table. ( Teacher puts paragraphs under each desks before class starts.) Students find paragraphs from the text. Teacher asks them to order paragraphs within groups of four.) Each group chooses one speaker in on behalf of the group and read one paragraph from the text, so the correct order is provided by groups and controlled by the teacher.

Highlighting (1-2 minutes) • To draw students' attention to the target language

Teacher asks students to fill in the balnks in the text in pairs.

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

First, teacher writes the sentences which are asked to be filled in on the board and asks answers to students and elicits the correct answers and write them down. Then, teacher asks students to decide which action/ sentence happened first. Teacher takes notes under sentences according to answers from students.And teacher formulizes the rule for affirmative, interrogative and question sentences. Later, teacher draws a timeline on the board and indicates tenses on it, provides one sample for each tenses, so tenses can be revised too. Teacher asks students to write at least two sentences by using before and/or after in pairs; elicits some sentences ( especially wrong ones, so mistakes can be edited before becoming fossil mistakes.) and write them down and analyizes them with whole class.

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

Completing and making sentences worksheet are provided for students, students work in pairs; teacher monitors and help one by one. answers are given by whole class. Mistakes are written on the board and edited.

Free Practice (20-22 minutes) • To provide students with free practice of the target language

Teacher and students create four different stations in the classroom and there is one mystery picture at each stations. Teacher asks students to work in groups of four or five, depending the umber of the class. Each team starts creating a story related to the picture at their station and wirte it down on the paper at the station. Each team has got 3 minutes at each stations. When teacher gives a signal; a song, applause etc..., teams move to the next station. At the end of the activity, one speaker from each team reads the last version of stories. Drawing is free, mother tongue can be used if needed, but not preferred. teacher only monitors. At the end mistakes are written on the board by the teacher and corrected all together.

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