New lesson plan: Listening Activity and Present perfect tense

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Listening Activity and Present perfect tense - Upper Secondary 5 level

Listening Activity and Present perfect tense
Upper Secondary 5 level

Description

In this leson, Ss engage in a reading activity wherein they match groups of sentences. As a lead, they are to talk about their favourite electronic devices. After the lead in, Ss are given two sets of sentences. They are to match the sentences in pairs. Once they have completed this task, they check their answers by listening to a recording. They then discuss the use of so, because and for example/instance used in the sentences in the previous task. Ss are given a few sentences starters which they are to complete individually. This is followed by a listening activity. For the pre-listening task, Ss are to read a small paragraph and they are instructed to chunk the group of words or to mark the pauses. They are asked to check their answers with their peers and then Ss are to listen to the same paragraph with the correct pauses. A similar exercise is done for practice. Ss are asked to look at the first activity that they did (match the following). They are to underline the verbs and name the tense. In this way, the use of present perfect tense is elicited from Ss. They are given a few tasks to practice and review the tense. This is followed by a task race, wherein Ss are given tasks on the present perfect tense and connectives like because, so, for and since. This is followed by peer correction and whole class feedback. Ss are given reading activity as home work. This activity would be discussed and used as a lead in for the next class.

Materials

No materials added to this plan yet.

Main Aims

For Ss to improve and practice reading to draw inference. For Ss to review and practice present perfect tense.

Subsidiary Aims

For Ss to review and practice connectives/ conjunctions : for, so, because, since, for.

Procedure (88-119 minutes)

Lead-in / Pre-reading (5-8 minutes) • To activate Ss schemata

Ss are shown pictures of different electronic devices and are asked to discuss the following in pairs: What is your favourite electronic device? How long have you had it? How often do you use it? Why you use it so often? Ss share their answers with the class.

Reading Task (15-18 minutes) • For Ss to practice reading to draw inference

Ss are given sets of sentences and are instructed to match them in pairs. They check their answers with other pairs. Ss re-check their answers by listening to a recording. Ss are asked to underline the linking words or conjunctions in the sentences. Tr questions Ss: Why is because used in some sentences? Why is so used? Why can't we use because instead of so? What's the difference?

Post reading task (8-12 minutes) • For Ss to review and practice use of connectives.

Ss are given a few sentence openers and are instructed to complete them individually. My parents gave me a new laptop because...... My parents gave me a new laptop, so..... I bought a new mobile phone because.... I bought a new mobile phone, so...... Ss are to compare their answers with their peers and note the differences between the use of because and so. Because gives the reason for the action in the sentence. As a result, it usually gives essential information and cannot be separated from the main part of the sentence by a comma. So is used to show result or purpose of something. It is also used to show reason. For example: It was still very painful, so I went to a doctor.

Speaking Activity (10-15 minutes) • For Ss to improve and speak accurately using the correct intonation and pause.

Starter: Ss are asked to read the text on pg 41(pronunciation Chunking)Ex1. They are instructed to pause or group words as they read with a /. The first sentence in modeled for SS. Listening Activity: Ss listen to the recording and check their answers. Ex2 is done in the similar manner. Ss read the texts loudly with the correct pauses. Extension (Practice Activity): Ss are asked to write a long sentence using because. Ss then mark pauses. They share their sentences and check if they have grouped the words correctly. Whole class feedback is done. Ss are asked to read their sentences aloud in class with pauses.

Grammar Practice and Review -Present perfect tense (10-15 minutes) • For Ss to practice the present perfect tense accurately while speaking / writing.

Task 1: Ss are asked to look at their previous exercise :Match the following. They are instructed to underline the present perfect tense in the sentences. Ss are questioned : When do we use the present perfect tense? What is the form of the tense? Task 2: Ss are given Hos and are asked to fill in the blanks with present perfect.PC and WCFB are done. Task 3: Ss are asked to make 3 sentences using the present perfect. Word prompts are displayed on the board to help Ss make sentences. PC and WCFB are done.

Use of for and since (10-13 minutes) • For Ss to use for and since accurately while speaking and writing

Task 1: Two sentences are displayed on the board. I've had this phone for eight months. She hasn't spoken to me since Christmas. Ss are asked to discuss the following questions: Why can't we use for in the second sentence? What is the difference between for and since? Task 2: Ss are given HOs and are asked to fill in the blanks using for or since. PC and WCFB are done.

Use of for and since (10-13 minutes) • For Ss to use for and since accurately while speaking and writing

Review - unit 4 (20-25 minutes) • For Ss to practice and review grammar and vocabulary covered in unit 4.

Ss are put in groups and they engage in a task race. The task race includes present perfect, comparisons, connectives and vocabulary covered in unit 4. Once Ss have completed the task race WCFB is done. Homework, based on the next unit is given.