New lesson plan: Travel lesson, Past Perfect Continuous

Mahdieh Noori

Travel lesson, Past Perfect Continuous - Upper-intermediate, B2 level

Travel lesson, Past Perfect Continuous
Upper-intermediate, B2 level

Description

In this lesson, students will review narrative tenses and teacher clarifies and reviews past perfect continuous through a text about an incident happened during a flight over the Atlantic. Students do some controlled practices and tell each other stories about flight incidents provided in the communication part of their book.

Materials

Grammar bank

the reading text

hand out 3

Grammar bank

the reading text

hand out 3

Main Aims

To provide review of narrative tenses and review and clarify past perfect continuous in the context of News paper article about a flight incident over the Atlantic.

Subsidiary Aims

To provide gist and scan reading practice using a text about Nightmare over the Atlantic! in the context of Flight incident and practice speaking

Procedure (34-45 minutes)

warmer (2-3 minutes) • to give students general ideas about the whole lesson

Students look at a picture of a flight incident and answer:"Have you ever been on a flight where there was a medical or technical emergency?" Then the class starts answering this question with yes and what happened or no. If they all say no, the teacher will say that she has been in such a flight once and it was very scary.

Lead-in (3-4 minutes) • to activate schemata about flight incidents and to engage them into the topic of the lesson

The students will watch a part of the series "lost" which refers to the flight incident in the series and they will discuss what happened and how did the passengers feel during the incident? Here the teacher can teach "incident" and "traumatic".

Exposure (2-3 minutes) • have students make guesses about the text and make them engaged

The students will be given the first paragraph of the text and read it and discuss with their partners what they think had happened in that flight.

Gist reading (3-4 minutes) • to help the students get a general idea about the whole story

The students will be given the rest of the text to skim and to see if they guessed the same story or not. They should answer "What exactly happened?"

Reading (4-5 minutes) • To work on the grammar part and elicit how much they know

The students will be asked to read the text individually again and this time circle the correct verbs in the text . Then they will sit in groups of 4 and check their answers in 1 minute. They will see the answers on the HOP. Then they will be given sentences from the text to match with timelines on the board.

Language Clarification (3-4 minutes) • Clarify and review past perfect continuous

Some CCQs will be asked to clarify the meaning and form of the TL. And if needed, a comparison will be made between past perfect and past perfect continuous.

Controlled Practice (5-7 minutes) • To check their understanding of the TL and give them time to work on the form.

The students will work on Grammar Bank, page 136 part B. The first two sentences are going to be modeled for them. Then they do it individually and check in their groups and see the answers on the HOP.

Speaking (12-15 minutes) • To give the students the opportunity to put whatever they have learned into practice and do error correction if need be.

Students will be put in 2 groups of A and B and each student will be given a piece of reading from the communication part of the book(pages 105, 110). They will have 4 minutes to read their parts and then narrate their stories as if they were on that plane. Teacher will monitor the class and try to spot the errors for delayed error correction part.