To provide clarification and practice of The difference between present and past in the context of life stories
To provide practice of language used for writing a detailed consistent Instagram post in the context of life stories and important events
Procedure (46-31 minutes)
T: How was your weekend? S:** T: Have you done anything special, been somewhere, or met someone? S:** T keeps the conversation going and asks questions in order to initiate conversations regarding different life experiences and past events. sample Q: Have you ever tried this before? Has anyone been through something like that? Has anyone experienced something similar? # This isn't for diagnostic purposes, it's meant to activate schemata, catch students' attention, and motivate them to participate
T: Now, use your phone, pick a a picture of a memory, an event, a gathering...etc. T: get a piece of paper or use your phone and write only 5 sentences related to it. ICQ Do we have to have a picture? S: Yes What can you write about ? S: Anything, a memory, an event, a gathering...etc. How many sentences will you write? S:5 T monitors and checks how far they can go. T: Great! now keep it on the side because we'll use it later.
T provides a personal story about any preferable context to lead the students to the target language. last summer was a bit tough, but this summer, 2022, has been a treat. My grandpa visited Sinai during the summer a lot before he passed away. He asked me to visit it as much as I could. I've visited it so many times since then. I've been to Ras Sedr lately, I've become so tanned that the color hasn't faded yet. The ride home on Monday was the worst, but, at least, I still got my tan. It was been a pleasant experience! T displays the story on the projector. T: Now, highlight past events and the verbs used Ss start answering: ** was, has been, visited,....etc. ** Alternative: or ask students to work in pairs to encourage teamwork T highlights verbs on screen. T start eliciting the information grasped by students T: How many tenses have I used here? S:2 T: What are they? S: PS and PP # If students don't answer, pick 2 different structures from the story and ask them to differentiate. Then, elicit the forms using the questions mentioned in the following stage and eliminate this part from it. T: Now, Why did we use these tenses? S:**Ideal Answer** Talk about experiences, life stories, and past events If not, start asking CCQs T: Are we discussing past or future? S: Past Then, don't push it too hard and plainly state the ideal answer
T: How do we form past simple? S:s+ 2nd form of the verb T: How do we form PP? S: S+ have/has+ 3rd form of the verb T: can we use have and has differently? S: (‘v/’s) # Don't nominate, ask a couple of students, and confirm that they all agree. # If students hesitate, display the story slide to show them. T starts displaying the following opposite structures to differentiate between past simple and present perfect. T is to follow the same sequence for the 3 cases T shows timeline and context T asks CCQs Last summer was a bit tough------- this summer, 2022, has been a treat. CCQs: T: For the 1st sentence, is summer finished? S: (yes) How did we know? S: use of " last T: Which tense is used? PS 2nd sentence S: (No) How did we know? S: use of "this" and summer isn't over yet T: Which tense is used? PP For which tense do we use ( last--, yesterday, in (May**1996), On 17th of July? S: PS For which tense do we use ( today, recently, lately)? S: PS #if students struggle, use CCQs to back them up My grandpa visited Sinai during the summer ------------------- I've visited it so many times since then. CCQs: PS T: is my grandpa alive? no T: can he have more experience? no T: Why did we use PS? S: because his life is finished PP T: am I alive? yes T: Can I have more experiences in life? yes T: Why did we use PP? S: because your life isn't finished I've been to Ras Sedr lately. I've become so tanned that the color hasn't faded yet, which has been amazing.-- the ride home on Monday was the worst, but, at least, I still got my tan. CCQs: PS T: is the ride home over? S: Yes T: Am I still upset about the ride home? No T: Does the incident have any connection to the present? No T: Why did we use PS? because it's finished PP PS T: Do I still have my tan? S: Yes T: is having a tan affecting my present? yes T: HOW? S: it's making you happy T: Do I know when my tan will fade? S: No
Ask students to enter the code displayed on the projector T: The game is choosing the correct answer. you'll have 20 questions T: After you enter the code, the game will give you 4 answers to each question. Choose the correct one. T: You get to choose only one answer T: Think fast, the game is timed #Use ICQs if they got lost Monitor while students are playing the game After detecting the errors, use CCQs to reinforce the information
T:Have you ever wanted to write one of those long descriptive Instagram posts about the picture you have chosen earlier? S: yes T: well, we will use the picture and the text you had earlier to create an Instagram post? T: Log into the class account and start creating your post. T: Write from 10 to 15 sentences on the topic you chose. T: Edit your text if it needs any, then use it in your post. ICQs T: where will you write the post? Insta T: Are you going to post it on your private account or the class account? S: Class T: Can you use the text that you have? Yes T: can you use a different picture? No T monitors and detects errors After posting, give them a minute or 2 to scroll down the feed and check their peers' work Content feedback Ask students if they had any similar experiences and which experience would they like to try. Give language feedback on the grammatical mistakes write the mistakes on board and ask students to edit them with the help of CCQs and timelines # for further assessment, ask students to write comments reflecting on their colleagues' experiences and stories on the account.