to review mfp and to provide practice of present perfect vs. past simple in the context of shopping
to provide listening for specific information and listening for detailed information and speaking accurately & fluently
Procedure (37-49 minutes)
Teacher - Leads in with a picture in the context of shopping to elicit the TL (present perfect vs. past simple) from students. - asks what the students see in the picture, after some simple questions e.g “what is she doing? how does she look?”, - starts asking questions in present perfect “Has she been shopping? Has she bought something that she will never wear, do you think?” What did she buy?
The teacher - forms groups of 5 people in each group. - distributes the handouts with fill in the gap questions to understand the level of knowledge of the TL - waits a few minutes for the students to finish the gap fills and then tells them to check with their group members. - elicits the answers from each group and then distributes the answer key. - tells the students to fold the sheets after the 5th sentence.
The teacher - asks the students “why did we use present perfect in this sentence and past simple in this sentence? - Tells the students to speak in their groups” - After monitoring, tells the students to unfold their handouts and match the numbers with the correct letters - distributes the answer keys and asks if anyone has any questions before moving onto the form and pronunciation stage (stage 4)
The teacher - shows the present perfect tense (a power point slide via the projector) full form, contraction, negative, past participle, question and answer - does choral drilling for pronunciation and intonation.
The teacher - says to the students “you will listen to a recording. On this recording 4 people will speak. They will talk about something that they bought but they never worn.” - shows one copy of the handouts that she will be distributing to all students. - says “please fold the paper after A. While listening, please put a tick next to the box for the clothes the people say that they bought but have never worn. 4 people will be speaking, there are 5 boxes so you don’t need one of them”. - asks an ICQ question - starts distributing the handouts. - starts the audio. - asks SS to check with their group. - asks "so which box is the box we don’t need?" and elicits the answer “the skirt” This task was listening for specific information. - asks the ss the students to unfold their sheets and do the second exercise. This time the students will write 1-2-3-4 next to the boxes to indicate which speaker said what. This time students will listen in detail. - starts the audio again after an ICQ. - tells the ss to check their answers with their group. - elicits the answers from the students at the FB session.
The teacher - puts the students in pairs (student A & student B) - nominates a student to help her to make a demo of the role-play game - shows on the power point slide a list of questions. - says, “look at these questions. Find the questions to which your answers are “yes”. Tell your partner to which questions your answers are “yes”. So, your partner will ask you those questions with the correct past participle verb and you will answer saying “yes, I have”. Then your partner will ask the next questions for details and you will answer. - starts the task and monitors - Then student A and student B will switch roles. - the teacher takes notes while students are speaking for delayed error correction & ends the lesson.