Gizem Baltacı Gizem Baltacı

tp 3
elementary level

Description

In this lesson, Ss study on present perfect tense. The lesson starts with a story about Rob and Charlotte. This is followed by focus on language stage. After this, Ss highlight the examples of present perfect. Finally, there will be listening task that Ss will work in groups and complete a handout about positive and negative forms.

Materials

No materials added to this plan yet.

Main Aims

  • To provide practice of present perfect tense in the context of countries

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about visiting countries in the context of travelling
  • To provide accuracy speaking practice in a conversation in the context of travelling

Procedure

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

Continue the context from first lesson by eliciting what ss remember about the text about Rob and Charlotte . Tell ss they’ll listen to the end of Charlotte and Rob’s story by the end of the lesson.

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

marker sentence: he has travelled all around the world. concept questions: Did he travelled around the world at some time in his life? Do we know when did he did this? Is he still alive? what do we say when he is no longer alive ?

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

Provide ss with a copy of the text and get them to highlight the examples of present perfect, then they complete the chart in pairs. WGFB and ask some CCQs to check particularly for the form. CCQs: Does Rob know Rome and Florence? Do we know exactly when Rob went to Rome and Florence? What verb is 've? What verb is been?

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

CP for meaning: Ask ss to play the Have you been to …? game. Do an example first. Get ss working in pairs and then WGFB – where has your partner been? CP for form: Give ss a HO from p. 139 Ex B. Ss have to write the positive, negative & question forms. T monitors and helps where necessary.

Listening (5-6 minutes)

Listening for gist: Tell ss they’ll now hear the rest of Charlotte and Rob’s story. Ss listen and answer the gist question: Who phones? WGFB. Listening for specific info: Ss complete the gaps with the names. Peer check, WGFB. Was the ending of the story similar to the stories they wrote in Onur’s lesson?

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

Freer Practice: Find someone who… Model this activity with the class. Show them the HO and tell them: you have to talk to everyone in the room and when a friend answers ‘yes, I have’ to a question, you write their name. Demo this activity until someone responds with yes. Then tell everyone to stand up with a pencil. Distribute the HOs and play some music. T monitors but avoids getting too involved. WGFB – tell everyone to sit down and then find out what they learned about their classmates.

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