New lesson plan: Narrative tense: Past simple, past continuous and pat perfect

Osama Alasswed

Narrative tense: Past simple, past continuous and pat perfect - Upper Intermediate, B2 level

Narrative tense: Past simple, past continuous and pat perfect
Upper Intermediate, B2 level

Description

In this lesson, students are going to learn about narrative tenses: past simple, past continuous and past perfect based on a reading text about "performance art"

Materials

OHP

Cut-up

Pictures

segments

OHP

OHP

Cut-up

Pictures

segments

OHP

Main Aims

To provide clarification and practice of the three tenses: Past simple, past continuous and past perfect in the context of "Performance art"

Subsidiary Aims

To provide pronunciation and speaking practice of sentences using the three narrative tenses

Procedure (33-47 minutes)

Lead-in (3-5 minutes) • To generate interest it the topic of the text

-T projects a picture of the artist Mark McGowan and tell the students that they will have a similar text about another artist called Mark McGowan. - T asks students whether the previous reading was about the past or present. - T asks the students to search in the previous text to find three past tenses used in the story.

Reading for gist (3-6 minutes) • To practice reading for gist in order to find the main idea of the text

- T gives HO1 to SS and ask them to skim read the Text individually to choose the best title for the text. - SS discuss with partners about the main idea and the suitable headline for the text. - T writes three titles to the reading:1) Water protest to end 2) Artist turns off the tap 3) The exhibition - The teacher then points to the correct answer.

Reading for specific information (3-6 minutes) • To contextualize, highlight and introduce the target language

- T directs SS again to text again and explains that they will read it fast and try to answer the three questions in segment 1. - SS pair-check their answers. - T projects the answers on the board.

Clarification of the target language (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- T will project three timelines on the board for the three tenses. - Teacher writes three sentences on the board and ask students to work in pairs to match to the 3 timelines. - T asks CCQs to elicit the meanings of the three tenses. - T directs students again to HO1 and askthem to underline the correct answer. - SS work in pairs to check answers. - T projects answer key on the board.

Controlled Practice (10-12 minutes) • To provide a controlled practice task for the target language

Practice 1: - T directs students to HO2 and explains that they will put the verbs in brackets into simple past, past continuous or past perfect. (T clarifies that sometimes more than one tense - Students check answers in pairs. - Teacher projects the answers on the board. Practice 2: - T moves to HO3 and explain to SS that they will have a text and their task is to work in pairs and find 8 words that shouldn't be in it.

Semi-Controlled Practice (6-8 minutes) • To provide oral practice so that the SS will use the target language productively

- Ask students to construct three sentences using real life examples of events happened to them in the past using the three tenses discussed in the lesson. - they work in pairs to support each other. - T listens to an example of each tense from each student to check language accuracy.