Kathleen Kathleen

Unusual Achievements/Getting it right
Upper-Intermediate level

Description

In this lesson, SS will be focusing on grammar, reviewing the perfect tenses in the past, present and future in order to successfully utilize the relevant time words. The schemata will be stimulated with visuals and guess work on example character's achievements and possible personalizing by eliciting questions on past accomplishments. Followed by listening for information, guided grammar questions and activities in order to present the perfect tenses time words, with teacher made sentences. Followed by personalisation through the use of gap filling about the Ss selves and sharing with others.

Materials

Abc Atiturk Picture
Abc Gap fill hand out
Abc Gap fill hand out
Abc Pictures on board

Main Aims

  • Perfect tenses in the past, present and future

Subsidiary Aims

  • Time words in perfect tenses in the perfect tenses in the past, present and future

Procedure

Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

- Display the pictures from page 54 Q1 on the board and eilicit the possible achievements that the characters have gotten. Emphasis delievery of answers in the perfect tenses. - Have listening ready for the class to listen and pause to fill in Q1. - Get class into pairs, ask them to complete Q2 and discuss why this is the answer. Check answers as class and CCQ Pictures projected: What tense do we use to talk about achievements? Q2 CCQs: 1. If Elsie is a teacher FOR 75 years is she a teacher now? 2. Did Git FELT happy at the same time she passed her driving test? 3.When James is 40 does he hope to have seen only 20,000 films or over 20, 000?

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

-Refer the SS to the Analysis and time line. CCQ about last lessons mistakes in reference to the graphs and SS acheivements. -Refer to example sentences on the board and the formula for the three tenses. CCQ and elicit further. Put emphasis on time expressions. Present perfect: What is a good Q in this tense? S- How long have.... How long have you been learning English? Past Perfect: Have you ever been to the airport before to board a plane? What do you have to do before you get on a plane? Before that, before that. before that? (TS) Future perfect: Ask what the S's will have done by sat/sun/mon?

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

Refer SS to a picture of Attiturk in the corner of the room. In pair's (PW) they must come up with sentences about Attiturk and present to the class. This is an opportunity for the SS to make sentences and attempt to utilize the grammar using Realia in the room. Listen for any problems with grammar and give feedback.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

-Project the pictures and tasks for Q1 page 55. Elicit any personal information about the people displayed and ask for their achievements and what they got right? Correct any mistaken grammar and explain meaning and pronunciation. - Then get the SS into pairs and explain with ICQ's the task for Q1 with gestures to the board. Have then in pairs complete the gaps. -Fill in on the projector the answers and occasionally ask why to the answers especially if there is any conflict over the answer.

Controlled Practice (5-5 minutes) • To concept check and prepare students for more meaningful practice

-Have the SS look at the time expressions displayed in task 1 and then elicit from them further adverbs and write on the board. Explain that the SS must work alone to write sentence's that are true or false about themselves in relations to achievements. -Have their peer look and correct the sentence grammatically only, no comments. -Then pick at random a S to read out his sentence and the class must put their hands up if they think it is true. After ask the S to reveal the truth. Emphasis that the SS must use one of the tenses and a features time adverb. -Praise successfully made sentences that use the correct form and CW through incorrect ones.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

-CCQ with the SS that they understand what a Bucket List is? Have any student that does explain to the class what a Bucket List is. Elicit what time adverbs we could use in a Bucket List? S- Already and Yet. When we finish a sentence with YET do what do we change (repeat a sentence)? S-Have becomes negative 'I havn't". - Write two columns on the board and ask the SS to write three sentences for each e.g I have already skydived/I haven't bungee jumped yet. -Have SS hold on to their lists and wait for further instructions.

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

-Explain by chesting and reminding SS that we are going to look further into what they are doing right in life by getting them to fill in an exercise about themselves (all true) and that they have to get the grammar right. -Have the SS then swap their answers with the person beside them to utilize peer correction. -Declare any mistakes and discuss, for any SS who answer correctly CCQ why they came to their conclusion. -Have S's compare their sentences and choose the most interesting to read out to the class about their classmate. -Finish by having the SS stand up and collect a Bucket List, they must read it and then guess who they think it is and walk around the class finding out who it belongs too.

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