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Past continious lesson
grade 7 level

Description

in this lesson students are going to learn about past continuous in comparison with past simple. They are going to learn where they can use it, as well as its structure. The lesson will continue with a detective game, where students can improve their productive skills, using the construction they just learnt

Materials

No materials added to this plan yet.

Main Aims

  • To provide practice of the past continuous tense in the context of detective story

Subsidiary Aims

  • To provide accuracy speaking practice in a roleplay in the context of detective story

Procedure

Warm-up (3-5 minutes) • To prepare students for the lesson

Greeting them then asking them to form two sentences to guess the topic through the GO TO SLEEP activity. The students will be divided into 8 groups each consisting of 4 members. They will be labeled Instagram, Facebook, Zalo, and youtube respectively. They will be asked to go to sleep (close their eyes) and once they are called they are allowed to open their eyes and look at the screen. They will be asked to form the first sentence in their groups while writing them down on a mini whiteboard (A3), and this will be applied for the second sentence. Afterward, they are going to be shown a renowned celebrity (CR7) on the screen but through the "What's in the box" activity. I mean they will be given some written clues and his name will be elicited. The major aim behind this activity is primarily contextualization.

Lead-in (3-5 minutes) • To set lesson context and engage students

Four pictures of detective movies are given: Sherlock, Knives Out, The Sixth Sense, True Detective Students need to discuss in pairs, what they all have in common, what's the genre of the movies.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Students will be given a picture from the book Sherlock Holms. The main character tries to find out what people were doing at the time when the crime was committed. Task: read and match a person with their alibi. What structure do people use when they talk about the exact moment in the past? Discuss your answer in pairs.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Students are given the rule. A teacher discuss it with the class. What similarities do you see? CCQ: 1) Do we use this time when we talk about the past or about the future? 2) Is this a long action or a short action? Controlled and semi-controlled practice. 1) Open the brackets When my mom came, I (read) a book I (listen to) music, when the phone rang The woman (do the dishes), when the victim was killed 2) Ask your partner about what he was doing yesterday at 2/4 and 6 pm? Answer your partner's questions.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Game 'Find the murderer' Work in a group of five One of the students is chosen to become a detective. The 'murderer' is chosen from the rest of the students. They come up with their alibis. 'The detective' enters the classroom and asks questions trying to guess, who is a criminal. Then another student becomes a detective.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Highlight what's been done good, point out some mistakes. Use self-correction.

Cool-down (2-4 minutes) • To finish a lesson with a feeling of accomplishment

Discuss what's been done and what students learnt. Explain the HW

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