Tugce Kalafat Tugce Kalafat

Past Tenses Comparison - Global
upper-intermediate level

Description

In this lesson, students learn and practice how to use the simple past, the past perfect and the past perfect continuous tenses. At the first stage, Ss read the first paragraph of the story that they had covered at the previous lesson and identify the tenses used. T clarifies the meaning, form and pronunciation of the tenses via small pair / group discussions and eliciting answers from the students. After a written controlled practice for concept check, the Ss write a backwards story using the target tenses as a semi-controlled activity. At the final stage, Ss practice speaking by filling in the given prompt sentences about their personal experiences with tru information and sharing these events in detail with a partner.

Materials

Main Aims

  • To provide clarification and practice of past timple, past perfect and past perfect continuous tenses in the context of mystery

Subsidiary Aims

  • To provide accuracy speaking practice in telling past experiences using simple past, past perfect and past perfect continuous tenses
  • To provide process writing practice of a backwards story using simple past, past perfect and past perfect continuous tenses

Procedure

Warmer/Lead-in (5-5 minutes) • To introduce the topic as tenses and engage students

* T asks the students to read only the first paragraph of the story and discuss in pairs how many different tenses have been used in that paragraph. (Ss will have been given a copy of the story in the previous lesson.) * T elicits the answers and puts the target tenses on the board, introducing the topic.

Highlighting (5-5 minutes) • To draw students' attention to the differences between past simple, past perfect and past perfect continuous tenses

* T puts the names of the tenses on the board and divides the Ss into three groups. Each group is assigned one tense to discuss when this tense is used. T elicits the answers and puts them on the board briefly. (see the board plan) * T draws the timeline for each tense referring to the actions in the story and eliciting the verb forms from the students. CCQs: "...she realized she had forgotten the mustard." Which event happened first? She forgot the mustard. " It had been snowing heavily and the visitor was very wet." Was it snowing when the visitor arrived? Yes Was it snowing before the visitor arrived? Yes Did it continue to snow after the visitor arrived? We don't know, but it's possible.

Clarification (15-15 minutes) • To clarify the meaning, form and pronunciation of the simple past, past perfect and past perfect continuous tenses

* T gives out the sentence pairs (handout 1) to the students and asks them to discuss the differences in meaning between the sentences in pairs and draw the appropriate timeline for each tense. WC FB. (see the board plan). * T asks the following CCQs to check the meaning: "She noticed he put his coat on the chair when she entered the room." Did he put his coat on the chair before she entered? No Did she see that he put his coat on the chair? Yes Did these two actions happen at the same time? Yes " She noticed he had put his coat on the chair when she entered the room." Did these two actions happen at the same time? No Did he put his coat on the chair before she entered? Yes Did she see that he put his coat on the chair? No " She had been eating dinner when he arrived at the inn." When did she start eating dinner? Sometime before he arrived. Was she eating dinner when he arrived? Yes Did she continue to eat? We don't know, but it is possible. Did he see her eating dinner? Yes " She had eaten dinner when he arrived at the inn." When did she start eating dinner? Sometime before he arrived. Was she eating dinner when he arrived? No Did he see her eating dinner? No * T asks one of the students to put the forms of the tenses on the board. * T clarifies the pronunciation on the board highlighting the weak forms and writes the phonetic transcriptions on the board. Choral and individual drill.

Controlled Practice (5-5 minutes) • To concept check on when to use simple past, past perfect and past perfect continuous tenses via written practice

* T gives the controlled written practice ex 1 (handout 2) to the Ss. Ss check their answers in pairs before WC FB.

Semi-Controlled Practice (8-8 minutes) • To concept check further on tenses and prepare students for speaking practice

* T gives the semi controlled written practice ex 2 (handout 2) to the Ss. Ss write events to the timeline of a backwards story. Ss talk about their backwards stories before WC FB.

Semi-Controlled Practice 2 (10-10 minutes) • To provide students with spoken practice of the target language

* T gives ex 3 and 4 (handout 2) to the Ss. First, Ss are given some time to think individually for ex 3. Next, they share their experiences with a partner giving more details.

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