Caroline Kouma Caroline Kouma

Teaching Practice 6 (Past Perfect Tense)
Intermediate level


In this lesson, students will review the past perfect tense through timelines and a text from the previous lesson. They will engage in 2 semi-controlled practice activities and will finish the lesson with a freer speaking activity.


Abc Power Point slides
Abc Complete Michael's journey

Main Aims

  • To provide review of the past perfect tense in the context of travel/journeys.

Subsidiary Aims

  • To provide practice with productive skills speaking and writing for fluency using the past perfect tense.


Lead-In (3-5 minutes) • To lead in to the TL and provide Ss an opportunity to "notice the gap"

Ask the Ss, "What is an accomplishment in your life that you are proud of? How old were you when you accomplished this?" Have them speak in pairs for about their answers for 2-3 minutes. Bring Ss attention to the front and ask a few Ss what their partner did. Repeat their answers modeling the past perfect form.

Focus on TL (4-6 minutes) • To introduce the TL

(Adaptation of grammar ex. 1, p. 73) Ask the Ss to refer to the text they have read in the previous lesson. Ask them, "Who was this story about? What was it about?" and elicit a brief summary of events from the Ss. Draw a line on the WB. Ask the Ss, "Where was Nick Campbell at the beginning of the story?" (Denver) "Where did he begin his motorbike journey?" (Miami) "Where did he finish his motorbike journey?" (San Francisco) "What other places did he visit in between?" (Atlanta, Kansas) Give the Ss ex. 2, p. 73 and ask them to work in pairs to find the answers. When they've finished, ask them to come to the WB and put the answers in order. Ask if Ss agree and then put PP slide with correct timeline on board.

Focus on Rule (5-8 minutes) • To guide the students to discovery of the form of TL

Ask Ss to clarify the order of events. Elicit the TL from Ss, "Before Nick bought his bike, he..." (Gave up his job) Write, "When Nick bought his bike, he..." Ask, how can we say what he had done before? (He had given up his job.) "What is this form called?" (Past perfect.) "When do we use this form?" (To tell about something that happened before something else in the past.) Elicit the form from the students. "How to we make the past perfect tense?" (S + had + V3) Make sure Ss understand V3 is used. (See anticipated problems.) Finally, Ss work in pairs for two minutes to create sentences about Nick's timeline. IF further clarification is needed, write 4 model sentences on the board and ask Ss to create a timeline for them. 1. When my friend invited me out, I had already eaten dinner. 2. By the time I turned 18, I had broken the 5k record at my school. 3. When I arrived at the cinema, the film had started. 4. Ali had cooked dinner when we got up.

Practice 1 (8-10 minutes) • To provide Ss with semi-controlled practice of the TL

REGROUP Ss TO GIVE THEM NEW PARTNERS AFTER INSTRUCTIONS Give Ss ex.3, p. 73. Explain that the sentences create a story but part of the story is missing and they should work in pairs to fill in the missing parts using past perfect form. Ss will have 5 minutes to do this. ICQs: So, here there is... (a story) and you are going to... (fill in the missing parts). Alone or in pairs? (In pairs.) How many minutes will you have? (Five.) When they have finished, combine pairs to groups of four to compare stories. Ask them to choose one story for the group and create a timeline for the story. When they have finished, one student from each group will write their timeline on the WB. Each group should briefly present their timeline for the class using the TL. (3-5 min)

Practice 2 (5-7 minutes) • To provide freer practice in writing

Adapted speaking ex. 2, p. 73. Questions from ex. 1 are displayed on board from PP. Ask Ss to answer the questions and write a short essay about a journey they took where something unusual happened. Tell them to think about the events that led up to the unusual event and use the past perfect to describe this. e.g. I couldn't get home because I had forgotten my metro card.

Practice 3 (6-8 minutes) • To provide students with freer practice in speaking using the TL

SPEED DATING - WC Mingle Ss form two lines. They will use their written essay to tell their partner in the opposite line about their unusual story. After 2 minutes, the front person at one line will go to the back so Ss have new partners. They should tell the story they have written using past perfect, the TL. T should collect errors for final feedback stage.

Delayed FB (4-5 minutes) • To provide error correction from speaking fluency activity

T writes some mistakes from previous speaking activity on WB and Ss correct.

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