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Family ties - Upper-intermediate level

Family ties
Upper-intermediate level

Description

In this lesson, the Ss will learn about past perfect, past continuous, simple past through guided discovery. They will read a text about the listening they had a session ago, and will make some guesses to discover the target language meaning and form. They will do some controlled, semi controlled, and free practice on the TL. By the end they will write a story using all narrative tenses.

Materials

No materials added to this plan yet.

Main Aims

To provide review, clarification and practice of Simple past, Past continiuous, Past perfect in the context of Family anecdotes

Subsidiary Aims

To provide process writing practice of a story telling in the context of Boehmer Family

Procedure (30-45 minutes)

Lead-in (1 minutes) • To have a smooth transition from the previous context to the new lesson

-The Ss will be asked to give the T a brief summary of who Boehmer family is and why they are famous. whole class feedback

Preparation1 (3-4 minutes) • To expose Ss to the TL and test their information of it

- The Ss will be asked to read a paragraph taken from the radio program they listened to, and try to name the tenses in pairs. Whole class feedback

Preparation2 (2-3 minutes) • To help students discover the meaning

-The students will be asked to match the tenses with the appropriate definitions in pairs. whole class feedback

Presentation1 (3-5 minutes) • To focus on some marker sentences and clarify the TL

- Choosing some sentences taken from the text “He had spent the first few weeks sitting in his motel room, when one day, While he was feeling bored; he decided to take up a new hobby “ The T will ask some CCQs (as a task) the answer of which the Ss should guess : 1. Did both (feeling bored and making a decision) happen at the same time? Yes 2. Which one (feeling bored or making a decision) was longer? Feeling bored 3. Which action (feeling bored or making a decision) started first? We don’t know 4. Which action (feeling bored or making a decision) ended first? We don’t know 5. Did both (spending days and making a decision) happen at the same time? No 6. Which (spending days or making a decision) happened first? Spending some days at the motel 7. Had he spent long time before he decided to take up a new hobby? No

Presentation2 (1-2 minutes) • To clarify the meaning for the students through a time-line

- The Ss will be given a matching exercise, to match the sentences and the missing parts of the time-line; which will be done in pairs. whole class feedback.

Production (controlled practice) (5-10 minutes) • To give the students the chance to use what they have learned

- The Ss will do a fill-in-the blank activity which is about a family and their children. -The T will ask them to look for clues for each answer they will give. - They will have a pair-check. - The T will nominate Ss to give the feedback and have some elaborations and clarifications.

Production 1 (semi- controlled) (5-8 minutes) • To help students use the TL by giving them some clues

- The Ss will complete the sentences by using the appropriate tense. - They will have a pair check. - whole class feedback

Production2 (free) (10-13 minutes) • To provide the Ss with some free practice on the TL

- In pairs the Ss will write the life story of Larry Boehmer from his son's point of view, they will use the TL. -The T will ask some questions to help them: "why/how did Larry start juggling?" "why did his children become interested in juggling?" - Peer-correction will be done. - "if time" : a pair will read their story to the class.