The students will learn about Past Perfect Tense in the context of their daily lives.
To encourage Ss to use the past perfect tense in positive form so learners can express themselves in a daily life basis.
Procedure (45-56 minutes)
1.- T greets Ss 2.- T shows learners some pictures and provides three questions for them to discuss their guessings in breakout rooms: What do you think had happened? Who are the people cheering the dancers? Do you think they won?
3.- T tell students to read the story then discuss in pairs what title they would decide for the story and find the missing sentence, the one is not underlined in the story. They have to pay attention to the structure of the other ones previously highlighted. 4.- T checks Ss found the sentence then Ss go to breakout rooms and discuss about the it "Emily said she had never practiced so hard before", T will provide questions to check Ss understanding then will check their anwers with the class. - Had Emily practiced so hard before? No, she hadn’t - Is she doing it right now or was it in the past? In the past
5.- T will ask Ss to go to jamboard and read the following questions, Ss will discuss in breakout rooms: - How long had Dane and Emily practiced before the competition? - Before that night who had seen Dane and Emily dance? - What happened after everyone had danced? 6.- T then shows the answers for students to see their TL in use
7.- T explains meaning of the tense using a timeline for them to visualize and have a clearer understanding of it. T will use one of the sentences used in the text for Ss to be more familiar with the explanation. Then T will share explicitly, the meaning of the tense "The past perfect refers to a time earlier than before now. It is used to make it clear that one event happened before another in the past. It does not matter which event is mentioned first - the tense makes it clear which one happened first." CCQ's: - Are the actions in past or present? - Are they still happening or are they completed actions? - Are both events happening at the same time? 8.- T presents form and pronunciation in a chart using the sentences from the previous text. T will also include some explanation for time expressions (before, after and never) 9.- Ss will repeat after the T to check pronunciation, stress and linkage.
10.- Ss will answer on their slides some sentences in which they have to use the correct structure. T will tell them in which slide they will work on then Ss will share their answers with the class. 11.- T gives feedback and further explanation if necessary.
12.- T will tell students to play a game called "Recent events". The game begins with a brainstorm so they can list the things that they have done at some point in the week, e.g one Ss says "I watched a movie" and another Ss says "I read a book." then Ss would say "I had watched a movie before you read a book". For this, learners will use TL seen in class and also time expressions which were also mentioned and practiced during the lesson. Feedback: 13.- After monitoring Ss activities, T will make delayed correction along with CCQ's related to the Ss answers from the previous dynamic to check Ss understanding on the topic.