Abdulla ELKiswani Abdulla ELKiswani

Your achievements lesson, present perfect and time expressions lesson
Intermediate B1+ level

Description

In this lesson, students learn about the present perfect and time expressions. Ss will practice exercises 1-7 from the Ss book. The first two lessons are listening exercises and exercise 7 is a speaking exercise. The main aim of the lesson is grammar where the sub-aims are vocabulary, listening and speaking.

Materials

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Main Aims

  • To provide practice of the present perfect and time expressions in the context of your achievements.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of your achievements.
  • To provide specific information listening practice using a text about success in the context of your achievements
  • To provide practice of had, written, learned, wanted in the context of your achievements.

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Greeting: 1. Set the context (story): your achievements (to get their interest) 2. This is my achievement: • I give a personal example of winning a race. what is yours? Task #1 1. With your friend. I want you to think of one thing that you have achieved in your life. (you have 1 minute) • ICQ: are you going to think of one achievement? • ICQ: are you going to talk to your partner? 2. Feedback technique: • Students nominate each other to say the answer, thus, avoiding whole class discussion from the interaction pattern T-S point of view and increasing STT on the other side.

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

Displaying the pictures of the people in the conversation; Group Task: (instructions are given one by one) 1. read the question: • What are they most proud of? 2. Listen to exercise 1’s recording: 3. Check the answer with your friends 4. ICQs: • Are you going to listen to the recording? • Are you going to check the answer with your friend? Feedback technique • I will give the answer to one student and this student to read it out loud. Group Task: 1. Read the questions of ex 2 then listen to the dialogue again to check the answer: • Aminata: What did she want to learn? Why? • Aminata: When did she start learning? • Margot: What is her book about? • Margot: what is she doing at the moment? • Charlie: What did he join? • Charlie: What do they do together? 2. Answer Ex 3 in groups: • Do you think each of them found it easy to do these things? Why? 3. Regroup • Discuss the answers to ex2 and ex3 with another group. • ICQ: are you going to check the answers with another group? • ICQ: are you going to check ex 2 and ex 3? 4. Feedback technique • Ex 2 feedback: To save time, I will give a print of the answer key to each group for peer-check. • Ex 3 feedback: this will be a verbal feedback as I will nominate one student from each group to answer the question loudly.

Presentation (10-12 minutes) • To draw students' attention to the target language

Grammar exercises: Present perfect and time expressions: I display the exercise and written instructions on a PowerPoint slide and give them a handout of the exercise to work on in groups. Group Task: (instructions are given one by one) 1. Exercise 4: read ex 4 and answer the questions in groups: 2. Match the sentences from the listening with functions a or b: • ICQ: are you going to read ex 4? • ICQ: are you going to answer in groups? ex 4 questions 1- I’ve had the bike for about a year now. 2- I’ve just written a cookery book. 3- I’ve learned to ride a bike recently. 4- I’ve always wanted to write. a. A situation or state which is still true. b. A finished action which is important now 3. Feedback techniques • Mingling then eliciting correct answers by nominating students. • I will mingle them together. • Stand up, pair-check your answers with another person from another group. • Sit down. • Then I will write the answer key on the WB using a powerpoint slide with a projector by connecting the answers with a marker. Group Task: ex 5 1. CCQs: • Novel: is it a story book? • Cookery: is it about cooking? • Bike: is it a bicycle? Other CCQs Has she wanted to write? Yes Has she loved writing? Yes Is writing her favourite hobby? Yes Has she written a book? Yes Does she love cooking? Yes Has she ever gone with her friends (biking)? No Did she enjoy time with her friends? No Has she written a novel? Yes Has she written a book? Yes Has she learned how to ride a bike? Yes Has she learned to how to ride a bike recently? Yes Has it come out? No Has she had the bike for a long time? Yes Has she written anything since the cookery book? No Has she written any book after she finished the cookery book? No 2. Read exercise 5 and answer the questions in groups: (ex 5 Question: Match the highlighted words in 1-8 with categories a-e): • ICQ: are you going to read ex5? • ICQ: are you going to work in groups? 3. Now listen to the recording. Qs 1- I’ve always wanted to write. 2- I’ve just written a cookery book. 3- I’ve never been able to go with them. 4- I’ve already written a novel actually. 5- I’ve learned to ride a bike recently. 6- It hasn’t come out yet. 7- I’ve had the bike for about a year now. 8- I haven’t written anything since the cookery book. Categories a-e a- The whole of your life until now always / _____ b- Part of your life until now ______ /______ c- Something you expect to happen ______ d- A short time ago _______/________ e- Something that happened sooner than expected ______ 4. Peer-check the answers 5. Feedback technique: • I will give every group the answer key. Adverb Positions (Form) 1. I will ask students to read exercise 5 again then tell me the position of the adverbs in groups: • ICQ: are you going to read exercise 5 again? • ICQ: are you going to tell me the position of the adverb in groups? 2. Feedback: Eliciting adverb positions orally from each group by nominating students. I will ask students to tell me where the position of every adverb in the sentences written in ex 5: • What is the position of the adverbs always, just never and already in sentences 1-4? • What is the position of the adverb recently in sentence 5? • What is the position of the adverb yet in sentence 6? • What is the position of the adverb for in sentence 7? • What is the position of adverb the adverb since in sentence 8? Drilling techniques: Drilling difficult adverbs (Pronunciation): • first, I will write their phonemes (Cambridge dictionary) • then model the pronunciation • then drill them in groups where every group drill alone; • then ask them where the stress is and then drill again to elicit where the stress is. 1. Just • /dʒʌst/ 2. Already • /ɔːlˈred.i/ 3. Recently • /ˈriː.sənt.li/

Practice (8-9 minutes) • To concept check and prepare students for more meaningful practice

Group Task (game) Exercise 6: notice the position of the highlighted time expressions. Then add them to the sentences in the quiz. The first group to answer it correctly will win. • ICQ: are you going to look at the adverb position? • ICQ: are you going to add them to the sentences? 1. Has won a competition / what was it? Recently 2. Has passed a test or an exam. Just 3. Has learned to drive. Why not? Never 4. Has done well in interviews. Always 5. Has achieved something today. What was it? Already 6. Has been married over ten years. For 7. Hasn’t taken a test or an exam they left school. Since 8. Hasn’t done what they needed to do today. yet Feedback technique: After the first group delivers the first correct answers, I will give the answer key to the rest of the groups. And praise the winner group for their fast and accurate performance.

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

Group Task 1. Read ex 7 a. Ask questions to find who the statements in 1-8 are true for. Find out more about each situation. b. In pairs. Tell each other what you found out. 2. Stand up and discuss the questions with another student 3. ICQ: • Are you going to read ex 7? • Are you going to discuss the questions with another student? 4. Feedback technique • I will nominate students to ask other students loudly to share some of the answers they found.

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