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Present Perfect Simple
Pre-intermediate, A2/B1 level

Description

In this lesson, students learn present perfect through a listening text using a guided discovery. After controlled practices, students will talk about their recent actions.

Materials

Abc Cutouts for controlled practice
Abc Guided Grammar Discovery HO
Abc gap-fill handout
Abc Handout for listening activity

Main Aims

  • To provide clarification, review and practice of the present perfect simple through the listening context.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of the things they have done.
  • To provide gist and specific information listening practice using a text about complaints of parents and teenagers

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T shows the pictures for listening and elicits the predictions from ss. "Where are these people? Who is who? (from the previous lesson, they can tell parents and teenager) How are they feeling? What are they telling?" Ss discuss in their groups. T nominates one student from each group to get their prediction without giving any feedback

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Ss will listen the text only once for the gist listening. They will focus on what the people in the picture are arguing about. For FB T gives the marker to a student and he/she writes the answer under the picture, then the student nominates other student.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Ss will listen the text again to fill the gaps with the past participle verbs alone. When they finish they have peer check. T reflects the answer key on the board. T makes ss focus on the activity. "What did we use to fill the gaps? (past participle form of the verbs)"

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T makes sure in every group there is one stronger and weaker student. Ss have the guided discovery HO and fold the paper for different focus areas. When they finish, one student from each group answers the questions. When Ss have different answers, one student with the correct answer will explain the reason why they have this answer. In the pronunciation part T writes the sentence on the board, reads it to model and elicit the stress and weak words from the students. T uses finger contractions to teach how to pronounce auxiliary. This also helps ss not to forget using auxiliary in their present perfect sentences.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Ss have fill the gaps activity, for FB T pins the answer key on the board and early finishers can check their answers

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

After this controlled practice, t regroups the students. Ss have another controlled practice in their new groups. T pins the cut outs on the board, one student from each group will take the question to his/her group and the group members write the answer in their groups. Ss after showing their sentence to the teacher can get another sentence from the board. ICQs: Is the student who takes the sentence same or different? Can we take more than one sentence? Are we writing the questions or just discussing?

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Ss will talk in pairs about two things they have just done, two things they have already done, and two things they haven't done yet. T needs to have clear ICQs. After ICQs T writes the key words on the board. ICQs: How many things are we talking about? What are the adverbs we are using?

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