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Hi there,

I was wondering if a site moderator or an experienced teacher could have a look at this question and the lesson plan that follows. This is important, as it is for my first job application. Thanks again.

Develop a detailed lesson plan for a 90-minute lesson. Imagine there are 8 students of upper intermediate level in your course. Use the text below for reading and also for some language work (vocabulary and grammar).



At the age of nineteen, and to the horror of her parents, Sylvie had a heart tattooed on her shoulder. Eight years later, a lot has changed in Sylvie’s life, but the tattoo is still there. How does she feel about it now?



“Well, one decision I now regret is getting this tattoo. I’d always liked the idea of having one. I really thought they looked good and some of my friends had them. I felt a bit scared about how much it would hurt, and I knew that my parents would hate the idea, but one day I got this done. It seemed like a really good idea at the time, my boyfriend really liked it and I think if he hadn’t been so keen I wouldn’t have done it. My parents were completely horrified, of course. I remember my dad saying he’d never seen a girl with a tattoo, and he hoped he never would again, but they sort of accepted it in the end. Now, I wish I’d thought more about it, especially the fact that you can’t get rid of it, or it’s incredibly painful and expensive anyway, so I suppose I’m stuck with it now.”



Level


Upper Intermediate

Lesson Length

90 minutes

Objective

To be able to use the past perfect tense when speaking about past events.

Target Language


Subject + had + past participle of main verb

(She had got a heart tattooed on her shoulder)

Assumed Knowledge

At upper intermediate level, students could be revising the past perfect, but it won’t be a new structure for them. Students should have a sound knowledge of the present and past tense and be able to use indicative, negative & interrogative verb forms.

Anticipated Problems

Students may come across vocabulary they have not encountered before.

Solutions

Drilling new vocabulary chorally and individually. Checking with concept questions, reinforcing this with a timeline and substitution table.

Preparation and aids

Flash cards and drawings to elicit the context of the story, white board, markers and handouts.





Stage

Activity

Interaction

Timing

1

WARMER:

Begin with some word associations, (to revise vocabulary).



Check homework, first in pairs, then as a class.



T-S

P-W

5 mins

2

INTRODUCTION:

Elicit from students, does anyone know what a tattoo is?

Begin to show students various flash cards of tattoos.

Talk about the pictures, ask anyone if they have, or know anyone, who has a tattoo. If so how do they feel about it now?



T-S

5 mins

3

Put students into pairs and ask the students what they think, are the benefits of tattoos, and also, what they think the negatives are.



S-S

PW

2 mins

4

Elicit the vocabulary from the students, focusing on the key words that will prevent them from understanding the text.



Then use concept questions for the meaning of the words, for example; horrified. I could write the word on board and ask questions, such as;


  • Are you happy?
  • Are you nervous?
  • Are you scared?


I could also show pictures of people with scared expression on their face, or mime this expression. This can be applied to other words they don’t know.



T-S

15 mins

5

Have students brainstorm words they know, that have a similar meaning to those previously identified. Also, some vocabulary that might be associated with the text.



T-S

3 mins

6

Allow students 2/3 minutes to gist read the text.



Write up on the board some gist questions about the text to give them confidence, such as;



T: Does Sylvie have a tattoo?

S: Yes

T: Is the speaker talking about an action in the past?

S: Yes

T: Does Sylvie have a tattoo in her shoulder?

S: No

T: Does she regret having the tattoo?

S: Yes



T-S

5 mins

7

Put students in pairs and have them compare answers to the gist questions.



S-S

PW

3 mins

8

PRESENTATION:

Write target language on the board, I will then elicit the past perfect tense in the sentences from the students. Using lots of examples such as;



Past Perfect:

She had already eaten when I arrived.

The painting had been sold twice before it was destroyed.

He had been waiting for four hours when he finally arrived.

The house had been being painted for over a month before they began to decorate the interior.



I will also draw a time line on the board, like the one below, to further explain these sentences.

(PLEASE NOTE THAT THERE IS A TIME LINE HERE, BUT IT FAILED TO COPY OVER.)

PAST before then then now FUTURE





I

We

You

They

He

She

‘d

Had

Hadn‘t




always

never

been

done



I could then write this substitution table on the board to help students identify the past perfect tense in the text.


T-S

20 mins

9

CONTROLLED PRACTICE:

Put students into pairs and give them jumbled sentences from the text, have them write out the sentences correctly, using the past perfect tense. From a hand out, or from jumbled sentences on the board.



S-S

PW

5 mins

10

Put students into different pairs, and then get students to compare the sentences they have written.



S-S

PW

2 mins

11

Go round each student, asking them to read out the sentences they have written.



T-S

2 mins

12

PRODUCTION:

Put students into pairs; have them read the text again. Then ask them to write more detailed comprehension questions about the text.



S-S

PW

10 mins

13

Have every student read out one of their comprehension questions and ask each other for the answer.



S-S

GW

4 mins

14

Put students into new pairs and ask them to write 2/3 sentences about something they have done, in their own life, with the sentences in the past perfect tense.



S-S

PW

4 mins

15

Have students read out these sentences, then ask each other to read out the next sentence.



S-S

GW

4 mins

16

Have students write a summary about their thoughts on the text for homework.

T-S

1 min
Comments  
Hi everyone,

This is my lesson plan, as you may have guessed. Just to say, there is an error on the gist questions; the student's reply should be, "Yes", for the "Does Sylvie have a tattoo on her shoulder?"
Hi,
My general reaction is that the Past Perfect does not seem to be the primary focus of all this.

Best wishes, Clive
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Hi Clive,

Thank you for taking the time to view this post. I understand your comment, though I do think it's quite a lot to ask for someone to prepare a 90 minute lesson plan, when they haven't taught a class for. However, do you think this is a permissable lesson plan, could I submit this for a job application and am I at risk of someone copying and plagarising this work as thier own by posting it on the Internet.

Thanks again,
David
Hi David

Just a couple of thoughts. At the upper intermediate level, chances are that a student has already encountered the past perfect before. So I think spending 20 minutes on the basic structure is too much. In addition, what you've got in the text is more complex than that. Perhaps just a quick review of the basic structure, and then focus more on the sorts of structures that are actually used in the text. The students are likely to have questions about why the past perfect appears in those:

- I’d always liked the idea of having one.
- if he hadn’t been so keen I wouldn’t have done it.
- I remember my dad saying he’d never seen a girl with a tattoo
- Now, I wish I’d thought more about it
Hi Yankee,

I suppose it definitely makes sense to use the actual sentences in the text presented to the students. I'd like to point out I'm a total novice, I've never taught before. I just thought that I'd use different examples from those in the text, so that they could identify the sentences that use the past perfect tense in the text themselves. However, I think I will make the changes you have suggested. Apart from that is the rest of the plan OK? Thanks for taking the time on this.

Sincerely
David.
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There's no need in 90 minutes to explain Past Perfect.

Past Perfect is nothing else than a remote event.

Meanwhile, you may find 90 minutes not enough to explain people why this tense form shouldn't be limited to 'by' and 'before' markers (unlike most grammar books state); and why it works perfectly well with 'yesterday'-like markers (unlike most grammar books say) or with no markers at all.
tatoo doesnt have anything to do with the form that you present. Also you offer the present perfect in many different forms. Dont present the past perfect continuous. also the past perfect doesnt relate to the present which is what they need to grasp..keep your idea focussed!!! best of luck!!
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