Mahdieh Noori Mahdieh Noori

Present perfect versus simple past
Elementary, A1/A2 level

Description

In this lesson, students will learn about the difference between simple past and present perfect tenses through guided discovery based on a listening text. They will do some controlled practice in order to get the difference between these two tenses. Finally, they will do a freer practice which allows them to work on these 2 tenses in real life and it is also a chance for the teacher to do some delayed error correction if need be.

Materials

Abc Conversation cards
Abc Handout 3
Abc handout 2
Abc handout 1

Main Aims

  • To provide clarification and practice of the difference between present perfect and past simple in the context of talking about experience

Subsidiary Aims

  • To provide gist and scan reading practice using a text titled "I've never been there" in the context of experience
  • To provide accuracy speaking practice in a conversation in the context of life experience

Procedure

Lead in / Building context (2-3 minutes) • to generate interest in the topic of present perfect and past simple

- Students will see the picture provided in the reading text and guess what is happening. - In pairs, they talk about the picture and share their ideas.

Reading task (6-8 minutes) • To introduce the target language via a text + gist and scan reading

- Students will read the text and answer one gist question. -They see the answer on the board - They read it again and answer 5 questions in order to be exposed to the TL more. - Check their answers in teams (one student in each team has the answer)

Highlighting target language (5-6 minutes) • to highlight the target language by use of gap filling

- Students will do a gap-filling activity - Check their answers in pairs. - Come to the board and complete the sentences.

Clarifying target language (7-9 minutes) • To clarify the target language

- Students will try to find the difference between simple past and present perfect. - They practice the pronunciation - The form and the difference will be elicited from them.

Controlled practice (5-7 minutes) • To give students opportunity to practice what they learned

- The students do a short controlled practice in which they need to circle the correct answer. - They check the answers in pairs. Write them on the board. -The students will do another controlled practice provided in the teacher's book. - They check in pairs

Freer practice and feedback (10-12 minutes) • To give the students opportunity to use the TL in a more controlled way

- Each student will be given a card. - They will go around the class and have a conversation with other students, ask them questions and take notes. - They make groups of 3,4 by using colors and report what they heard. - The teacher will monitor and give feedback since it is an accuracy practice.

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