Nora Kanshaw, 19 Jan 2018, Grammar Practice/ Present Perfect Simple and Present Perfect Continuous
To provide clarification of present perfect simple and present perfect continuous in the context of life experiences
To provide accuracy speaking practice in a conversation in the context of life experiences
Procedure (34-41 minutes)
Before we start with the first test, I display some pictures related to present perfect simple and present perfect continuous. I ask students to work in pairs and discuss what they see in these pictures. After that I listen to their answers and elicit the target language
I give Ss handouts and ask them to answer them individually, they have to put the verbs in the correct tense, Present perfect or present perfect continuous, then they check their answers in pairs. After that, I choose Ss to write their answers on the board and we check them together.
I display some sentences on the board with questions and I elicit the answers from the Ss To reduce TTT, the questions will be displayed as well. 1. I've visited many modern cities over the years. Am I talking about a life experience? yes Am I asking about a specific time? no Is it possible to visit more cities in the future? yes 2. I’ve just got back from my bike ride. Are we talking about the past? no Are we talking about a specific time? no Is this action still happening? no 3. Shanghai is one of the most spectacular cities I’ve ever seen in my life. 4. How long have you had your car? 5.This year, we’ve built five new apartment blocks. 6. Liu Zhang has been working in Shanghai for twenty years. 7. She’s been waiting for an hour. 8. I’ve been coming to China for nearly 25 years. and I do the same thing with the other sentences and elicit the rules and the form of each tense. I draw a timeline showing them where the present perfect is located and I do the same thing with the present perfect continuous. After I make sure they got everything right we move to the next stage.
After the clarification stage, we move to second test where I give Ss a 'complete the sentences' handout and they have use the word in bold ( one of the clauses ) First, they work individually, after that they compare their answers in pairs and then we move to whole class feedback. I choose early finishers to start writing their answers and they elicit other students for each sentence.
In the last stage, we move to the speaking activity where Ss focus on speaking for accuracy. I divide Ss into two groups, A and B, each student needs to find three things about three different people from the other group. They will ask each other some questions using the target language. I monitor them while speaking to make sure they are on the right track. I write some of their sentences on the board for feedback, I ask Ss if there's something wrong with these sentences, how can we fix it.