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A2 level


In this lesson, ss will be presented 'present perfect simple' in the context of experience/technology, they will learn the meaning, form, pronunciation of the target. At the end of the lesson, they will practice the language in controlled practice and free practice.


Main Aims

  • Grammar: To provide clarification and practice of present perfect tense in the context of technology and experience

Subsidiary Aims

  • Speaking: To provide accuracy speaking practice in a conversation in the context of technology
  • Listening: To provide gist and detailed listening practice using a text about interview in the context of technology


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T writes on the board: Which one do you like? Writing a letter or an email? Google search or going to a library? Reading a book or an ebook? Using a real map or GoogleMaps?

Vocabulary Building (2-3 minutes) • To provide ss with the necessary vocabulary

T elicits vocab: Book a holiday: Hello, I'd like to go on a holiday in Istanbul. Yes, in July. Yes, this tour is OK with me. How much is it? T asks: 'What did I do?' CCQ: How can you book a holiday? On the phone? On the internet? (Yes) Advert: T shows picture of a Facebook page. CCQ: Do you like adverts when you watch a video on Youtube? (No) Envelope: T draws a picture of an envelope. CCQ: What do we put in an envelope? (A letter)

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

Gist listening: Inst: Listen to the track. Is it an interview or a dialogue between two friends? Raise your hands when you find the answer. (T writes on the board: Interview or dialogue btw 2 friends?) FB: WC Inst: Listen once more and tick the expressions you hear. (T gives the HO) Ss check in peers. FB: AK on the board.

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

T elicits experience: "When you look for a job, you must have it. For example, at least 5 years of... (experience). CCQ: I finished the university just a week ago. Do I have any experience? (No) T writes on the board: A: Have you ever bought a CD? B: Yes,I have. I've bought a music CD. CCQ: Is it about an experience? (Yes)

Clarification (6-7 minutes) • To clarify the meaning, form and pronunciation of the target language

T draws a timeline on the board. CCQs: Is this experience in the past or present? (Past) Did he book a holiday at some time in his life? (Yes) Do we know when? (No) Is he still alive? Does he live (Yes) Does he have the experience now? (Yes) T elicits the formula from the ss. T highlights the third person (has), and the past participle form of the verb, and the short answer T drills the sentence on the board, also highlights the stress in the negative and question form.

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

Inst: Work in pairs. Do the next exercise. Use have/haven't for short answer and the participle form of the verb. T does the first one together with the ss. Group check. AK: Ss read the dialogue, T takes notes on pron. FB: Give delayed FB if necessary.

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

T groups ss (weak to weak, strong to strong) Inst: Ask questions to your partners using 'Have you ever?'. Use these fifteen activities. T monitors and gives delayed FB on accuracy. (If time doesn't allow, T directly skips to the freer activity.)

Free Practice (6-8 minutes) • To provide students with free practice of the target language

Inst: Ask your partners about other technology words you know. You have 3 minutes. T elicits examples: read an ebook, download a podcast, do online shopping, Then, T regroups ss T gives demo. 'Bilge's never read an ebook, what about Sevgi?' FB: Delayed, on accuracy

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