TP8 Grammar Lilian Paulina Vergara Ortiz
To introduce and provide practice of past perfect simple to refer to actions before other past actions in the context of bad job experiences.
Learners will have also discovered the MAFP of new grammar items. Learners will have also practised their fluency for speaking in the Post-task discussion
Procedure (37-45 minutes)
T shares slides with the presentation T displays slide with a question and three suggested ideas Which of the following make people not like their job? Workplace Routine Working hours Learners share their ideas in the main room. T conducts OCFB and writes learners’ ideas on the board.
T shares slides displaying two pictures of two workers and marker sentences taken from their blog entries Ss will read. Instructions I: Meet Laura Mitchell and Willy Hawkins. Look at their pictures and read their quotes. Why do you think they quit their jobs? Learners share their ideas in the main room. T conducts OCFB T gives link to Google Forms: I quit! with activities on language awareness and controlled practice. Instructions II: Focus on section I. Read the Job forum where Laura and Willy shared their bad job experiences. Individually, read quickly and answer the questions by choosing A, B or C. You have 2 minutes. ICQs: Are we reading for much detail or just the main idea? (Main idea) Learners listen and answer individually. Check answers in pairs T conducts OCFB
T directs Ss to section 2 on Google Forms: I quit! Instructions I: Now, focus on Section 3. Work individually. Read the questions and choose the correct option that matches the category. What happened first? What happened next? use the text to check. You have 1 minute ICQs: ‘X’ How much time do you have for this activity? (1 minute) T Check answers in pairs. (1 minute) T conducts OCFB by displaying the answers using timelines as visual aids and covers MFP-M. MEANING Timeline: 1. Which action happened first? (…Had given up); Which action happened second? (…Left) Timeline: 2. Which action happened first? (..had had enough); Which action happened second? (…lasted a month) Timeline: 3. Which action happened first? (…Had been there); Which action happened second? (…worked) CCQ: Do the actions happen at the same time or in a chronological order? (in a chronological order) So when do we use the Past Perfect Simple? To refer to an action before another past action? Or at the same time? (Before another past action) T directs SS to section 3 (Let's observe) on Google Forms: I quit! Instructions I: Now, focus on Section 3. Work individually. Read the questions and choose the correct option A or B. You have one minute. ICQs: ‘X’ Are you working individually or in pairs? (individually) Learners share their ideas in the main room. T conducts OCFB by displaying the answers using timelines as visual aids and covers MAFP-AFP. FORM AND APPROPRIACY (Guided discovery) Subject + had/ ‘d+ Verb in past participle form + subject+ verb in past simple (Past Perfect Simple + Past simple) Address Ss attention to the importance of the past context in case there is not another past simple verb in the same sentence. The short form (‘d) or (hadn’t) are commonly used in informal contexts. PRONUNCIATION /aɪ___həd ˈgɪvn ʌp swiːts ˌɔːltəˈgɛðə/ /aɪd___həd ɪˈnʌf bɪˈfɔː ði ɛnd əv ðə fɜːst wiːk/ /huː həd___biːn ðeə fə ˈtwɛnti jɪəz/ Pronunciation will be drilled chorally and then by nomination.
T refers to link to Google Forms: I quit! Instructions: Now click "Next". Focus on Part 4. Complete the sentences by writing the verb in the past perfect form. You have 4 minutes. T demos the task with the example sentence and elicits answers. ICQs: 'X' Are you going to choose the answer or write the answer ? (write the answer) Are you going to use present perfect or past perfect? (Past Perfect) Learners read and answer individually. Check answers in pairs. (2 minutes) T conducts OCFB by displaying the answers. T chooses an answer randomly to verify understanding of the answers.
T displays slide with Freer practice Task Instructions I: Now it's your turn. Think about a bad job experience you had. Make a timeline of the events with short notes: T demos example: (Call centre agent) (Receive a phone call- A customer had internet problems-ANGRY!-I Shouted at the customer.- Boss fired me) ICQs: ‘X’ Are you going to write sentences or just key words? (key words) 'Y' How much time do you have for this? (2 minutes) Individually, learners prepare ideas. Instructions II: Work with your partners and share your ideas. Ask them questions to know more about their experience. (7 minutes) T demos the task with three learners by reading a sample conversation out loud. T scaffolds the task by eliciting some useful language that can be used to complete the task. Learners work in pairs and discuss. T monitors
T conducts OCFB following up on the productive stage. T nominates leaner to share interesting information about their peers experiences. T writes on the screen samples of learners’ production: 2 mistakes, 1 correct answer T conducts OCFB to identify the correct and incorrect sentences and correct the latter ones.