Ekaterina Chicherina Ekaterina Chicherina

Present Perfect: Experiences, Unfinished Past, Recent Events
Intermediate level

Description

In this lesson the students learn the usage of Present Perfect.

Materials

Abc • Board • Green, blue, red markers
Abc Hand out for productive task
Abc Hand out with the rule
Abc Gap fill in
Abc Coursebook

Main Aims

  • To provide clarification and practice of present perfect simple in the context of the tourist trade

Subsidiary Aims

  • To provide scan reading practice using a text about restaurant in the context of the tourist trade
  • To provide clarification of difference in the use of the present perfect simple and the past simple in the context of the tourist trade

Procedure

Warmer/Lead-in (1-1 minutes) • To set lesson context and engage students

T asks questions: Do you like travelling? Where have you been? Have you been to Bodrum? Have you been to İstanbul? Do you like to try new food? Have you ever tried sushi? When did you try it? T elicits the answers, if there are difficulties with the answers, T draws the students' attention to the question structure.

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

T gets the students to look at the pictures of Megan and Clive and asks their names and job, draws the students' attention to the answers. Asks if they can find Present Perfect and Past Simple Tense examples in the first sentences. Sets the task to find and underline Present Perfect in the text.

Clarification (20-20 minutes) • To clarify the meaning, form and pronunciation of the target language

1. Meaning: T writes on the board 2 sentences: ex 2b p 22a) I have worked in the USA and Europe. Is it about Past or Present?- Past Do we know the time when it happened? - No. I worked in the USA and Europe in 2010. Is it about Past or Present?- Past Do we know the time when it happened? - Yes. Then asks the ss what the difference between these 2 sentences is and sets the CCQ to the sentences. Then elicits the rule for this case ex 3a p. 23 (1,2) T writes on WB another sentence ex 2b p 22e) I've lived in this country for about three years. Does she still there (in Canada)? - Yes. When did she start living here? - 3 years ago. Then elicits the rule for this case ex 3a p. 23 (3) ex 2b p 22g) I've just been to Banff to pick him up from the hospital. ex 2b p 22h) My wife's gone to see some friends off at the airport. Is my wife at home? - No. When did she go? - A short time ago. Is she back?- No. Is she at the airport now? - Probably. Then elicits the rule for this case ex 3a p. 23 (4) Then T asks to find to each case of the rule one more sentence in ex. 2b p 22 T asks what is the diffenrence between for and since and elicits the difference. CCQs: SİNCE 2008 2018 *---FOR 10 YEARS------------------*------------------------- 10 YEARS AGO NOW T asks and elicits the difference between been and gone. BEEN ------- GONE+COME BACK GONE------ Feedback: Peercheck, W/C. 2. Form. A) to Istanbu/ been/ we/ have. T sets the task to make +, -, ? of the given sentence. + We have already been to Istanbul. Subj.+ have/ has (he,she,it) + Past Participle + .... - We have not been to Istanbul. Subj +have/has+ not+ Past Participle + ..... ? Have we been to Istanbul? Where have we been? ? (Question word)+ have/has + subject+Past Participle + ...... C) The students should write the words from the table ex. 3 d, e p. 23 in 2 columns in pairs, then W/C feedback.

Controlled Practice (15-15 minutes) • To concept check and prepare students for more meaningful practice

1. T sets ex 6 a p.23, the students work individually, then students work in pairs to compare and discuss the answers, then listen to check Feeadback: WC- students race to the board towrite the answers on the board. 2. T sets ex 7. p 23, the students work individually, they complete the questions, then in pairs ask each other the questions.

Free Practice (5-5 minutes) • To provide students with free practice of the target language

T sets ex 8, the students write short answers randomly. Then they swap their papers with a partner. T shows her own answers on the board and elicits the questions from the students. Then the students aks each other the similar questions concerning their notes. Then the students tell 2 facts they have found out about their partners.

Delayed Feedback (2-2 minutes) • To provide feedback on students' production and use of language

- T writes errors on the board and asks the ss to correct them, praises for good language.

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