Nigel Crowe Nigel Crowe

TP7 Grammar: Present perfect/past simple yet/already/just
Pre-intermediate level


The context of receiving communication in an office will have been set by Charmaine's earlier lesson. Present perfect/simple past structures using yet/already/just will be exposed to students. Use of the verb forms in sentences similar to: He’s just come back I’ve already seen the note. He doesn’t know yet. will be clarified and drilled. Students will have controlled practice with sentences involving these structures within the context of office communication. The freedom of these exercises will be increased until students produce dialogue within a set situation.


Abc Sound clips

Main Aims

  • To provide clarification and review of present perfect for giving news with just, yet and already.

Subsidiary Aims

  • To provide practice with listening for pronunciation and meaning.


Warmer/Exposure (3-5 minutes) • To set target language within context and engage students

Yet/already/just on WB. (left top) Project office scene on ppt (familiar from Charmaine's lesson) 'I'm in the office.' Lose phone. 'Where's my phone?' instructions: point at email A: 'underline sentences with yet, already or just on the email. ICQs Will you do it in pairs? Will you talk to each other? Do you do the other notes? Give out sheets. Monitor

Highlighting (4-5 minutes) • To draw students' attention to the target language

Write target sentences on board while students identifying sentences. Draw timeline with past, present, future. Place events on timeline. Tim's car accident, had operation, heard about accident, find out details Place key words on timeline for relevant events. Play clip. Show stresses on board. Drill pronunciation/stress.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Elicit form, particularly 2 verbs (aux past simple, main verb present perfect) and position of key words (already/just between 2 verbs, yet at the end). Gap-fill on board. Ex C Dialogue with students. Place events on underside of timeline. Lost phone looking for phone found phone Where do the statements go? CCQs for use of already/just/yet

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Exercise 5. Put target words in the correct place in the sentence. Introduce - project ex 5 on WB. Elicit idea of doing exercise. Do no.1 clearly. Pairs. Make and practice sentences.

Semi-Controlled Practice/Listening for Gist (4-5 minutes) • To concept check further and prepare students for free practice

Make 'random' pairs. Move. Instruction. 'Listen.' 'This is a telephone conversation with Pippa.' 'Does Pippa have any good news?' ICQs Will you write? Will you talk? Will you listen for bad news? Play clip 11.2. What good news does Pippa have? Check with partner (they will anyway) Ask for answers, write on WB (bottom left)

Semi-Controlled Practice/Listening (4-5 minutes) • Listening for detail

Project exercise 6 on WB. Instruction. 'What has Pippa already done?' ICQs Will you listen? (yes) Will you cross out the wrong answers? (no) Will you work by yourself? (yes) Give exercise 6 Play clip 11.2 once If students don't check with partners, ask them to. 'Make sentences with just and already.' Show timeline. Examples: Has Pippa cleared her desk yet? Pippa has already cleared her desk. Has Pippa phoned Ed Burrows?

Free Practice (11-13 minutes) • To provide students with free practice of the target language

[Do students need to practice form? If so, do ex 8] ppt on WB: 2 notes from ex 9 'Make questions with 'yet'. Do example from each one: Pack books. 'Have you packed the books yet?' Cancel phone 'Have you cancelled the phone yet?' ICQs Will you ask questions? (yes) If you're Will the questions have 'yet' in them? (yes) Will the questions have 'just' in them? (no, not 'already' either) Will you work in pairs? (no, not yet. One is Andrew, one is Pippa) Give ex 9 with 'Andrew' and 'Pippa' highlighted. Monitor; listen for when students are ready for pair work. ICQs Whose list did you have? Who will you ask questions to? Will your partner ask you questions? Will the questions have 'yet' in them? Which words will the answers have in them? Model with a student. Indicate form on board. Have you cancelled the phone yet? 'Yes, I have already cancelled the phone.' Have you told the electricity company when we're moving yet? 'Yes, I just told them.' In pairs, practice questions with yet and answers with already, just and yet. Write under form on WB. If time, switch pairs. If you have Andrew highlighted, find another Pippa. Monitor. Listen for errors. Take ppt off board. Write errors on right of board. Do delayed error correction.

Web site designed by: Nikue