New lesson plan: Grammar Past Perfect Lesson

Seval Dogan

Grammar Past Perfect Lesson - Intermediate level

Grammar Past Perfect Lesson
Intermediate level

Description

In this lesson, students will learn about "past perfect tense" through guided discovery. Students will practice 'past perfect' and 'past simple.' The lesson starts with an anecdote to create the context. Then it is followed by an activity to elicit the meaning and form of the target language. Pronunciation is focused on and then it is followed a matching activity and a gap-fill activity. At the end of the lesson, students practice speaking with some colourful cards including pictures and some verbs written on them. They create their own stories/anecdotes by looking at their cards and tell their pairs. If there is extra time, a freer speaking activity is done.

Materials

anecdote HO, guided discovery HO, gap-fill HO, cut-ups, colourful cards

anecdote HO, guided discovery HO, gap-fill HO, cut-ups, colourful cards

Main Aims

To provide clarification of past perfect tense in the context of coincidences

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of coincidences in daily routines

Procedure (36-50 minutes)

Warm up/Lead in (4-6 minutes) • to set the context and create curiosity about it

-T talks about her own anecdote and tries to elicit the word "coincidence" -T gives anectode HOs and asks Ss to discuss about the concidence in the anectode with their pairs a few minutes. -T elicits the coincidence in the text and gives feedback.

Guided Discovery on the Target Language (10-12 minutes) • to get students to find out the meaning and the rules of "past perfect tense"

-T gives guided discovery HOs. Students work in pairs and discuss about the questions to find out the meaning and the rules of the target language. -The answer key is provided and pairs are given a few minutes to check their answers. If there are any questions, T clarifies the answers.

Meaning check and focus on pronunciation (3-5 minutes) • to check the meaning and provide pronunciation of the target language

-T draws a timeline to check the meaning of the target language by eliciting. -T writes a sentence related to the context on the board. (eg.Before Gerry and his friend left, I had given them my phone number.) -T drills the sentence with whole class and focuses on "..I had.." by showing the linking, phonemic alphabet /aɪəd/ and the short form "...I'd..."

Matching activity (6-8 minutes) • to provide controlled practice on the target language

-Ss work in groups. Each group is given a colourful card. -T gives matching cut-ups. Ss discuss about the answers and match the clauses with the correct main clauses. -Ss stick their answers on their colourful card to create their own answer key. -One member from each group comes to the board and sticks their answer key. Then all students come to the board and look at the others' answers. -T sticks the answer key so that students can compare their own answers with the correct answer key.

Gap-fill activity (5-7 minutes) • to provide less controlled and further practice on the target language

-Ss work individually in this activity. -T gives gap-fill HOs. The activity is related to the context and the sentences are not irrelevant from one another as there is a dialogue to be filled in. -Answers are checked in pairs and the answer key is provided.

Speaking Practice (5-7 minutes) • to provide speaking practice on the target language

-Ss work in pairs. -T demonsrates the activity. -Each student is given a colourful card including three pictures and three verbs written on it. Ss try to tell a story/anecdote using the target language they have practiced by looking at their cards. Then they take turns. -Whole class feedback is given.

Freer Speaking Practice (extra) (3-5 minutes) • to provide freer speaking practice on the target language

-As Ss have talked about the anecdotes/stories by the help of their colourful cards in the previous activity, this time they tell an anecdote/story from their own lives and try to use the target language without getting any help.Then they take turns. -Whole class feedback is given.