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Copy of GOKCE LAP - TP 2 - GRAMMAR
intermediate level

Description

In this lesson, students learn about how to use The Present Perfect Simple ans Present Perfect Continuous to talk about their experiences. The context is set in connection with the previous lesson and the students are exposed to the target language through personal questions about their experiences. The language is clarified on the board and controlled written practice and semi-controlled speaking practice steps are followed.

Materials

Abc Handout
Abc Internet Websites
Abc Texts for students to read
Abc Visual Aid using projector
Abc Handout
Abc Internet Websites

Main Aims

  • By the end of this lesson, students will learnt how to use the present perfect with 'for' and 'since'.
  • By the end of this lesson, students will have learnt the present perfect to talk about recent past events.
  • By the end of this lesson, students will have learnt Present Perfect Simple Tense and Present Perfect Continuous Tense in the context of changing lives

Subsidiary Aims

  • By the end of the lesson, students will have developed their listening skills for gist in the context of changing lives
  • By the end of the lesson, students will have developed their speaking skills by talking about their recent past events

Procedure

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

T starts writing today's date and the date he/she was born on the board. Then, T writes a big question ''What have you done in your life?'' Gives examples of his/her own experiences. Then, T pairs up the students and encourage them to talk to each other about their own life experiences.

Easy Initial Task (8-10 minutes) • To gauge students' prior knowledge of the target language

T asks Ss to look at the board and shows the ''changing lives'' picture. T asks SS ''Where do you think they were taken? What can you see in each photo?'' T plays the audio on SB (page 18-1/45, part 1) After Ss listen to the audio, T asks '' Where did she go? What did she decide to do after the trip?'' and wants students to talk about the questions with their partner.

Language Clarification (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T gives handout to Ss (SB-page19) T starts with part a and focuses on the task and get students to match questions 1-3 with answers A-C. (1-B 2-C 3-A) In pairs, T gets students to answer questions I and 2 by referring to the questions and answers in a. Then check answers together. 1 b: a period of time from the past until now 2 present perfect simple: has been, has had - i.e. auxiliary have+ past participle present perfect continuous: has been working - i.e. auxiliary have + been+ (verb+ -ing) T draws another timeline and clarify the meaning. Present Perfect Tense: -We use the present perfect+ for or since \with non-action verbs (e.g. like, have, know, etc.) to talk about something which started in the past and is still true now. EXP- They've known each other for ten years. ( = they met ten years ago and they still know each other today ) - We use How Long ... ?+ present perfect to ask about an unfinished period of tirne (from the past until now ). EXP: How long have you worked here? Since 1996 Then T draws a timeline to check the comprehension of since and for: • We use for + a period of time, e.g. for two weeks, or since+ a point of time, e.g. since 1990. EXP: A How long has your brother had his motorbike? B For about a year. Present Perfect Continuous: -We use the present perfect continuous with for and since with active verbs (e.g. /earn, work, go etc.) to talk about actions which started in the past and are still true now. EXP: -We can also use the present perfect continuous for continuous or repeated actions which have been happening very recently. The actions have usually just finished. EXP:How long have you been learning English? Nick has been working here since April. T asks CCQs to check the comprehension of Present Perfect Simple and Continuous. 1- Julia has had that bag since she was at university. CCQs: When did she buy this bag? Does she still have it? 2- Nick has been working here since April. CCQs: When did he start working? Since April Is he still working here? Yes T draws another timeline. After clarifying the meaning, T clarify the form eliciting it from the students. PPS:- S + have/has + Past Participle - S + have/has not + Past Participle - Have/has. + S + Past Participle? PPC: - S + have/has +been+ Past Participle - S + have/has not + been+Past Participle - Have/has. + S +been+ Past Participle? Finally, T clarify the pronunciation.

Controlled Practice (10-15 minutes) • Check students' use of the target language again and compare with the first test

T will give students handout about PPS and PPC. Ask Ss to correct the mistakes on Part a first and make sentences with the PPS or PPC ( and for/since if necessary ). Then, the whole class checks the answers together. After that, T asks students to work with their partners and do part b. T walks around and monitors Ss during the controlled activity.

Freer practice (8-10 minutes) • To provide students with free practice of the target language

T gives handout to Ss and ask them to look at the circles, and write something in as many as possible. Then Ss pair up and ask each other questions by using PPS and PPC structure. T monitors students and corrects students` TL mistakes.

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