TP 5
Pre-intermediate level


Abc A video
Abc Pictures
Abc Latham-Koenig, C., Oxenden, C. & Seligson, P. (2012) English File PreInt Ss Bk 3rd Edition, OUP

Main Aims

  • To provide review and practice in the use of present perfect and the present simple in the context of laughter

Subsidiary Aims

  • Listening. To practice listening for gist and specific information in the context of listening to four people talking about things they bought but never worn
  • Speaking. To practice the the present perfect and the presnt simple


Lead-in (4-6 minutes) • To set lesson context and engage students

T shows Ss a video of a man laughing hard. T Shows students a picture of a man laughing so hard. T asks Ss to discuss the following questions 1 "Have you ever laughed so hard that you cried?" 2 When was it? T ask Ss to discuss these two questions in pairs. T gets some answers from students.

TL clarification (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T Shows student two picture (Pic of a map, a famous actor) and ask students the following questions: 1 Have you ever been to the United States? When was it? 2. Have you seen his new film? When was it? T discusses with the students the meaning and compare between the present perfect and the past simple. T asks students about the meaning of "ever" (at any time)

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

T divides Ss into 3 or 4 groups. T asks students to work in small groups to categorize sentences according to what tense they are i.e. present perfect or present simple. T gives WCFB.

Listening for gist (4-5 minutes) • To provide students with less challenging gist and specific information listening tasks

T gives student ex. 3-a. T tells Ss to listen to track 2.26 and answer the question. T tells Ss that we have one extra item. T asks ICQs. Are we listening or reading? Listening Are we working in pairs or individually? Individually T asks Ss to compare their answers with a partner. T gives WCFB

Listening for specific information (6-8 minutes) • To provide students with more challenging, detailed, deduction and inference listening task

T gives Ss ex 3-b T tells students that now we need to find what was the problem with the clothes. T asks Ss to listen and write 1-4 in the boxes. T ask students to compare their answers with a partner. T gives WCFB.

Productive skills follow-up tasks (9-10 minutes) • To provide an opportunity to practice target productive skills

T tells students that they need to finish exercise 6-a T asks students to start asking questions 1-8 and try to find somebody who says Yes, I have. Then ask them the past simple questions. Students should go around the class and talk to two or three people. T model the first sentence with a student. T asks ICQs: Are we working in groups? No Are we asking one person only? No T circulate between Ss, take note on some errors and correct them on the board.

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