To provide practice of the present perfect simple in the context of personal experiences
To develop accuracy and fluency in speaking activity.
Procedure (45 minutes)
- The teacher shows students one of his personal photos. - Ss try to guess where the teacher has been. - Use other photos to set the context of personal experiences.
. Give students a short test on the present perfect simple with 'ever' and 'never' and the past simple . . Ss work individually. . Monitor to know which points needed to be clarified. . Ss check each other's answers. . Give feedback.
. Elicit the target language that the students have difficulty with. . Highlight the form of the present perfect and the past simple. . Clarify the meaning of the present perfect simple Vs the past simple timelines. . Use CCQs to avoid any confusion. . Highlight the use of 'ever' and 'never' with the present perfect simple.
. Administer another test to the students. . Ss work individually and then practice pair correction. . Give feedback.
. Ss work in groups. . In each group, some students will be like a job interview committee and one students to be interviewed as a job seeker. . The interviewers ask the interviewees about their personal experiences using the target grammar,e.g. Have you ever driven a car? Have you ever worked in an office? Have you ever lived in a different city? . The interviewees respond to the questions using the target grammar too,e.g. No, I have never lived in a different city? . Monitor to check accuracy and fluency for delayed error correction. . Have an open-class discussion to get students mention, using the target language, the reasons for which they accept that person or not, e.g. He has never driven a car. . Give feedback on content and language.