samya samya

Film international
Intermediate, Grade 2 level


In this lesson, Ss learn how to use the present perfect simple tense to talk about their experiences and ask questions .


Abc computer,audio tracks,SB, board, markers,flash cards.

Main Aims

  • To provide clarification and pracice of present perfect in the context of Film International.

Subsidiary Aims

  • To provide specific information through reading practice using a text about the present perfect.


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

I pretend that I'm very thirsty and look for water. After drinking , I say:" Now I'm not thirsty because I have drunk water." I write the sentence on the board "I have drunk water." = " I've drunk water." I give a bottle of water to a thirsty student to drink then, I say " He is not thirsty now because he has drunk water." I write also the sentence on the board: " He has drunk water." = "He's drunk water." I read the sentences many times asking Ss to repeat after me.

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

I play a game with Ss, I ask them to make mini dialogue in pairs using sentences as same as which are written on the board then, write them in their notebooks.I give them some examples: 1- A: Why are your hands clean? B: Because I have washed them. 2- A: Why isn't Ahmed thirsty? B: Because he has drunk water. I give them 4 minutes to achieve the task. I ask them some ICQs 1- Will you work individually? No,in pairs. 2- How much time do you have? 4 minutes. I discuss answers ,correcting any mistakes on the board.

Pre-teaching new vocabulary (8-10 minutes) • To teach any blocking words that will hinder understanding.

I use pictures to present the blocking words( award - theater) then pronounce them many times asking Ss to repeat after me, after that I Write them on the board. I draw their attention to "written"= the past participle of the verb "write". and "won " = the past participle of the verb " win".

Gist task (6-8 minutes) • To provide an opportunity to practice target productive skills.

I divide Ss into groups to skim the text ,then answer some questions. I distribute printed sheets of the questions which should be answered. I give them 4 minutes to finish the task.I tell them every one in the group should answer the questions then, compare their answers together. I ask some ICQs to test their understanding: 1- Will you work in pairs? No, in groups. 2- What will you do after finishing ? compare answers. The questions are: 1- How many novels has Isla written? 2- What has Rose done outside of acting? 3- What has Mia won in Australia?

Language Analysis ( Clarification ) (10-15 minutes) • To clarify the meaning, pronunciation and form of the task language

I ask Ss to read their answers once again and tell me what do they understand about the time of these actions. I elicit answers ,then explain that when we want to talk about actions in the past have a result now and have no specific point of time, we use a tense called the present perfect tense.I draw a time line on the board to illustrate when should we use the present perfect. I ask one of each group to write his/her answer on the board, then I discuss the sentences they wrote as examples of the tense. 1- Isla has written two novels. I ask some CCQs: 1- Did she written the novels in the past? (yes) 2- Do we know when she wrote them? ( no) 3- Is there a result in the present? (yes) I discuss the second sentences: 2- Rose has worked for UNICEF in Australia. I ask CCQs : 1- Did she work at some time in her life? (yes) 2- Do we know if she still working or not? (no) 3-Do we know when she start working? (no) 3- Mia has won a national prize for her photo. I ask some CCQs: 1- Did she win the prize in the past? (yes) 2-Is she still alive? (yes) 3-So ,is this experience still with her in the present? (yes) I read the sentences which are written on the board several times,asking Ss to repeat. I clarify how to pronounce abbreviations also: I've - she's and so on. Finally I write the form on the board ,illustrating irregular past participles ,negative and questions..

Language Practice (8-10 minutes) • To provide students with practice of the task language

Controlled practice I ask Ss to work in groups to answer exercise 2 a and 4 a in 3 minutes: I ask ICQs : 1- will you work in groups? (yes) 2- How many minutes do you have? (4 m) Ex. 2 a Complete the sentences.Check your answers in the text. 1- They ........ ......... in some very popular films. 2- She .......... ..........two novels. 3- Mia .......... .........a national prize. Ex. 4 a Complete the sentences with the words in the box. read heard written seen 1- How did you know Isla Fisher has..................novels? Have you.............them? 2- I've never ...............a film with Mia Waslakoska. 3- I've..............she's really funny in Bridesmaids. Semi-controlled practice I write on the board " Mia has won a national prize." "Rose and Isla have done many things outside of acting" I ask Ss to think of sentences using theses verbs or any other verbs they select: play , meet , travel, visit, get. Ss work in pairs orally, then write down the sentences in their notebooks, they have 4 minutes to do that. I monitor and check their production. I ask some ICQs: 1- Will you work individually? ( no, in pairs) 2- How much time do you have? ( 4 m) 3- will you write down your sentences? ( yes) Freer practice I ask Ss to think of some popular films, TV programmes and books ,then write six questions about these things. Every student will ask his/her partner the questions. Ex.A: Have you watched NCIS on TV? B: No, I haven't. Is it a good programme? OR B: Yes, I have. I like it. So, they will work in pairs and have 4 minutes. I ask ICQs : 1- How many questions will you prepare? ( 6) 2- Who will you ask these questions? ( my partner) 3- How much time do you have? (4 m) 1-

Web site designed by: Nikue