Copy of Marina Şık, Listening and Grammar.
Upper Intermediate. B2 level
To provide an opportunity for students to discuss and analyse the differences between the present perfect simple and present perfect continuous forms from a clear context.
To practice listening for gist and detail. To develop the listening skill for key grammatical forms in the context of present perfect simple and continuous.
Procedure (26-39 minutes)
To set the context "rattlesnakes", a realia will be used. I will bring a snake toy. It will be in my bag. I will try to get one student to pull out the snake from the bag. It will be followed by the following questions: -Why do you think so many people are afraid of snakes? -Have you ever touched a snake ? (Present Perfect)
To pre-teach three new vocabulary words for Listening, the teacher will use visuals, pictures in PPT. First, explain the meaning, CCQs, then drill pronunciation .
Before listening, the teacher will show the students two photos, the learners will be sharing their ideas, after the Listening session, the Ss will be able to check themselves whether their guessing were correct. At the same time the Ss will have to answer three gist questions to move to the next stage.
The teacher will extract two sentences from the Listening session ( one sentence in Pr.Perfect Simple, the other one-Pr.Perfect Cont), the students will be offered to define the difference. The teacher will also point out on the main aspects of two tenses, by asking CCQs will make sure that the Ss got the meaning, and then the introduce the forms and drill pronunciation.
The next stage will be solidifying the knowledge. The teacher will show a slide with the general rules to clarify the meaning.
My controlled practice includes two stages, one (if time allows) will be shown on the WB, together with the teacher the students will fill in the blanks. If we run out of time, then the Students will be give a HO with an exercise, they will have to change the verbs from Pr.Perf.Continuous to Present Perfect Simple.
The teacher will set up a situation. Lets imagine you went to cafe with your friends. Later you noticed that your friend looked sad/tired/happy etc, normally friends are interested in each other's problems, so you would definitely needed to ask what the problem was with your friend. As an example the teacher will ask 4 volunteers from the clas, we will play friends in cafe, the teacher will look sad, and one of the student will ask what the matter is. The teacher will reply by using Present Perfect Cont. Other ideas of replies will be provided on the board. Each volunteer out of those 4 will get a card with an emotion: (ex. Look sad/Look happy), the students will be devided into 4-5 groups, each volunteer will go to each group. The students will be asked to play the dialogues.