Present perfect with for and since
By the end of the lesson, the students will be able to differentiate between one use of the present perfect tense compared to the past simple tense by using a story that has events started and finished in the past and other events started in the past and continued to the present. Thus they will be able to use them correctly to talk about their best friends at the final stage
Students will be able to pronounce the weak form of have and its contracted form correctly.
Procedure (50-67 minutes)
T tells Ss that he is going to read them a real story called the Tuk-Tuk. T makes them guess his friend's current job.
T tells students that he is going to tell them the story again at a natural speed, but this time they need to write it. T stresses that it's normal that they won't be able to write every word, but they should write whatever they catch even if it is one word in each sentence. They work individually here. T divides Ss into 2 groups and asks them to use what they wrote trying to come up with the complete version of the story. The group which comes with more sentences wins. (T Then T hands them the story to compare it to their versions.
While students are comparing their writing to the text. T writes these questions on the whiteboard and asks Ss to look at the text to find the answers: 1- Is Shady still a tour guide? 2- Is he in Luxor now? If the students get the answers correctly, T asks them how they knew and writes the key sentences on the WB.
After that, T asks some display questions: What tense is this? How do we form it? He writes the form and keeps it on the board as a written record for the students. T clarifies the weak form of /həv/ and /həz/ with some drilling T draws Ss attention to the pronunciation of the contracted form and drills it with them. Also -ed endings should be revised quickly here.
T chests the HO and asks Ss to individually choose the correct form and fill in the gaps to make the sentences true for them. T demonstrates the first sentence with the Ss. T monitors and micro-teaches if needed. Ss check their answers in pairs then feedback.
T asks students about their best friends. T writes some verbs on the board and asks Ss to use these verbs to speak about their friends. The verbs are: know, meet, live, see T demonstrates a verb or two with the students. Then Ss work in pairs and tell each other about their best friends. T collects errors for feedback.
T can use hot seat for that or any other suitable activity. Maybe they play charades for activities that James taught yesterday.