TP8: Grammar - Past Perfect & Retelling Stories
Learners will have learned and practiced using past perfect simple and past perfect continuous forms in the context of telling urban legends and crazy stories
Learners will have have had gist listening practice for past perfect forms using an audio recording about urban legends.
Learners will have fluency speaking practice in a retelling stories using the past perfect tenses in the context of telling urban legends and crazy stories
Procedure (43-55 minutes)
T. display picture of a cow with an arrow to a water slide T. Asks students - "I heard a story of a cow riding a water slide. Do you believe it? T. gives instructions: - "Thumbs up for yes, thumbs down for no." T. shows students video of cow in a water slide. T. Present discussion questions: - "Have you ever heard or seen something crazy like a cow in a water slide? - "What are some crazy things you've seen or heard about" - "On the news, on tv shows, that you've seen/heard yourself." BoR (2-3 minutes) OCFB - Elicit 1-2 stories from students Transition: "Now that we've talked about some unusual things, we're going to listen to 3 urban legends"
"We're going to listen to three people tell their crazy stories." "Listen and think, are these stories believable or unbelievable?" -T. plays audio (3m) "Now I want you to discuss with your groups, are these stories believable or unbelievable, why? -BoR - (2m) -Transition: "Today you will be sharing your own crazy stories. But first we need to look at what language we'll be using."
T. presents transcript of 2nd story "Here's the transcript of the 2nd story, go ahead and take 2 minutes to read it, pay attention to what verb forms are being used." T. presents task of identifying verb forms (elicit past perfect) (2m) "What tense are the verbs? Past, present, future...? (elicit past perfect) T. elicits how do we know it's past perfect. T. Presents form (past perfect simple: had + verb (pp)), (past perfect continuous: had + been + verb(-ing)). T. tasks students with identifying all the past perfect simple & past perfect continuous constructions in text. (2m) T. Elicits from students "when do we use past perfect tenses?" (Elicit to sequence events) (elicit T. elicits from students "Why do we use past perfect tenses? MFPA of TL Past perfect simple Mː Talk about actions that were completed before the moment we are talking about Past must be mentioned / must be understood through context Fː had + verb (pp) Cover PP (Use 3 column chart - cover verbs covered in controlled practice) Pː Soft form of 'had' /ə/ Aː Informal situations, will abbreviate 'had' she had -> she'd Past Perfect Continuous M: Talk about actions that continued for a period of time that stopped before the moment we are talking about Past must be mentioned / must be understood through context F: had + been + verb(-ing) P: Soft form of 'had' /ə/ A: Informal situations, will abbreviate 'had' she had -> she'd
T. shows students worksheet and controlled practice problems T. does the first problem with students T. has students independently complete the rest of the problems. Students check their answers in groups (BoR) T. conducts OCFB. Provides answers. Any questions?
Students are tasked with sharing their own unusual / crazy stories T. demonstrates that they already talked about some of their stories during lead-in T. Provides an outline/structure for their ideas: (2m) Main topic -key point 1 (1 thing that happened before this happened) -key point 2 (1 thing that happened before this happened). T. shows a model of how to fill out structure with his own idea. T. has students fill out their own ideas (2m) T. reminds students of past perfect constructions T. Tasks students with sharing their stories in groups T. Puts model of A (speaker) & B (listener) Conversation (2m) T. demonstrates with a student (T. = A) (Ss = B) T. highlights how as A, pauses in between key points, waits for B's response. (1m) T. highlights different ways for B. to respond. Highlight expressing surprise TP6 language T. displays expressing surprise TP6 language. Students share in BoR (5 minutes)
- T writes on board accurate language that students used. - T. highlights why the language usage was effective. - T. writes on board language that needs to be fixed. - T. tasks students with identifying the error in groups (BoR) - OCFB. T. elicits corrections to sentences from students.