Joe Conchie Joe Conchie

TP 3
Intermediate level


In the lesson, students learn about the present perfect and time expressions through the context of 'achievements'. We begin with a listening exercise to get Ss thinking about when something was done, what is happening now and what will happen. Afterwards there is a PPP exercise on time expressions followed by an exercise that looks at the form of adverbs in sentences that are time expressions. At the end there is a speaking exercise where Ss get to practice what they have learnt with one another by asking each other the questions they looked at in the previous exercise.


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Main Aims

  • To provide clarification and practice for Ss working with with the present perfect and time expressions through the context of achievements.

Subsidiary Aims

  • Listening to hear what someone has done recently, is doing now and what they will do in the future. Speaking to practice the use of time expressions.


Warmer/Lead-in (2 minutes) • Set the context

Ask Ss to think of something they achieved that they are proud of and what was the reason they did it? Project Q on WB so its clear. PW.

Listening Ex 1 (5 minutes) • Getting Ss to listen for information about past, present, future [Time Expressions]

Tell Ss we are listening to clip. Tell them to listen out for the thing they are most proud of. Play clip but stop after each speaker and ask class what was the thing the speaker is most proud of. Elicit answer by point at the projected image on the WB. Continue with the listening until clip/exercise finished. After last question answered move onto Ex 2. Individual/WC

Listening Ex 2 (7 minutes) • Get Ss listening for detail.

Direct Ss attention to questions on the board. Tell Ss to listen to clips again and to try and write answers down on their own. AFTER the clips ends tell the Ss to compare their answers with their partner. Carry on with clips until finished in this fashion. Ask Ss for quick answers before moving on. If no one has an answer say these CCQ's: 1. Did Amanita want to learn how to ride a bike to go to work or was it because all her friends ride bikes? 2. Did Amanita start learning how to ride a bike 10 years ago or 1 year ago? 3. Is Margot's book about cookery or gardening? 4. Is Margot now working in a restaurant or a shopping mall? 5. Did Charlie join a dance class or did he join a band? 6. Did his band go on tour or did they stay at home? PW.

Speaking Ex 3 (2 minutes) • Getting Ss to consider why some achievements are not easy and why

Ask Ss in WC question 3. If no response ask Ss if they think Margot found writing a cookery book easy. Ss will answer no; ask why. Answer: because it takes a long time; it takes practice; it takes hard work.

Grammar Ex 4 (6 minutes) • Ss explore the present perfect by matching the sentences

Tell Ss to match the sentences, work in pairs. After a few minutes ask for the answers from the class. If they can or can't answer the question correctly ask the same CCQs to get the Ss to think about why it makes sense whether a sentence matches with A or B. 1. Has Aminata still got the bike? Yes. So is it a finished action or a situation that is still true? Situation that is still true. 2. Is Margot still writing her book? No. So is it a finished action or is it an action that is ongoing? Finished action. 3. Is Aminata still learning to ride a bike? No. Can you keep learning how to ride a bike once you've learnt how to ride one? No. It's a finished action. 4. If Margot always wanted to write does she stop wanting after she's written? No. It's ongoing. Ask class if anyone knows what this tense is called. Elicit present perfect if no one answers: when does the action start? In the past, in the present or in the future? In the past. When does it end? It doesn't end. So is it happening in the present? Yes. Ok, that is what we call the present perfect. [Present perfect continuous is when you you say "She has been living in London for 10 years" instead of "She has lived in London for 10 years". PW.

Grammar Ex 5 precognition (4 minutes) • Getting the students familiar with time expressions

Draw a timeline [past-present-future] on the WB (preferably during the previous task when the students are working). Ask Ss to help me place categories a-e on the timeline with CCQs: a: "the whole of your life until now", does it mean just a little bit of my life? No. So it's the whole of the past up until the present. b: "Part of your life until now", when does it stop? Now. When does it start? Sometime in the past. c: "Something you can expect to happen", when does it start? Sometime in the near future. When does it end? Anytime in the future. d: "a short time ago", how soon was it? very soon. e: "something that happened sooner than expected", is it talking about the past or the future? the past. How soon? Sooner than expected.

Grammar Ex 5 (10 minutes) • To test Ss understanding of time expressions

Tell Ss to match the sentences on the left with the categories on the right. Do 2. with the class. "I've just written a cookery book." Is that still something that is still happening? No. Is it something that started a long time ago? Maybe. When did it finish? Recently. ....So, it's a short time ago. Let Ss get on with task. Meanwhile write up on the board (since) 1999, (for) three years, (for) ages, (since) I was born. Leave the brackets empty and see if the students can work out the phrasal differences between since and for. Elicit by saying "I've been living in Istanbul ____ 1999.", "I've been living in Istanbul ____ three years.", "I've been living in Istanbul ____ ages.", "I've been living in Istanbul ____ I was born." After comprehension, go over answers with Ss for Ex 5. If any errors use CCQ's to elicit correct understanding; use CCQ's on 'is this set in the past or the present?'

Grammar Ex 6 (5 minutes) • Getting Ss to practice time expressions by inserting adverbs into sentences

Ask the Ss, where does the adverb go in the expression: "I've wanted to write". Write the quote on the board. If Ss don't know direct them to how the expressions are written out in Ex 5. Get them to work in PW to complete the task. When finished go through each example and ask for an answer. Then drill the expression a few times.

Speaking Ex 7 (7 minutes) • Getting Ss to produce time expressions in a semi-controlled activity with mingle exercise

If enough time demonstrate the exercise by getting the Ss to ask you questions and then encouraging to find out why, asking follow-up questions. Alternatively, get them to mingle and to ask each other the questions 1-8 from Ex 6. Monitor use of adverbs and present perfect. Once final question answered tell Ss to sit back down and for a few Ss to share with the class what they found out. Mingle.

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