Upper Int level
To provide opportunities for students to review and practice perfect tenses—present perfect simple and past perfect simple—using pages 54, 55, and 148 of New Cutting Edge Upper Intermediate Students’ Book.
To provide review and practice of present perfect simple and past perfect simple in the context of achievements
Procedure (35-40 minutes)
T SHARES SCREEN of powerpoint presentation “Grammar TP3” SLIDE 1 (lead-in) T show SLIDE 1 of T says: Think of one achievement or accomplishment in the past that you had attained—for example, graduation or athletic award or something else. Write your achievement in the chat to everyone.
Presentation through the text (8 min) Context for present perfect and past perfect tenses: T5.1 a-b only (Module 5 recording 1 NCE Upper Int SB) SLIDE 2-3 (3 min) T SHOWS SLIDE 2: LISTENING TASK--GIST This slide shows a portion of the google form “LISTENING TASKS”: Students to listen for the gist while listening to T5.1 a-b. T instructs students: listen while I play a recording, then answer questions #1-2 on the “LISTENING TASKS” google form. Here’s the link to this task. T shares the link https://forms.gle/NAqrUqWtzmQ8sD186 T says: When you’re done, share your answers with everyone by typing #1-2 and the answers A or B. You have about 2 minutes. T plays the audio T5.1 a-b while students listen and answers questions #1-2. T SHOWS SLIDE 3: the answers to #1-2 ANSWERS: 1. How long has Elsie taught at the primary school that she started? A. 75 years 2. Who told Git that she’d passed her driving test? B. the examiner SLIDES 4-5 (4 min) T SHOWS SLIDE 4: LISTENING TASK--INTENSIVE LISTENING Review present/past perfect simple tenses & instruction for intensive listening (1 min) T instructs & elicits: You’ve just read the verbs: has taught and she’d passed. These are examples of perfect tenses. Now, as you listen to this recording a second time, listen for these types of verbs. Listen carefully and answer the questions on the next section of the same form--“LISTENING TASKS.” T says: When you’re done, share your answers with everyone by typing #3-6 and the answers A or B. You have about 3 minutes. Intensive listening task for TL (3 min): T shares sound and plays the audio as students does the intensive listening task to get the marker sentences. SLIDE 5 T shows the answers to intensive listening on SLIDE 5.
MFP Clarification (12 min total) MEANING (7 min) SLIDE 6 (1 min) T transitions: Here the examples of present perfect simple and past perfect simple verb tenses that you’ve just heard and seen. Target Language for Grammar Review and Practice 1. Elsie has just celebrated her 75th year at a village primary school. 2. Little has changed in 75 years. 3. The examiner told Git that she’d passed her driving test. 4. Git had already tried 47 times to pass her driving test without success. SLIDE 7 (4 min) T instructions: Now we will do a review task for meaning. Tell me where to drag and drop the descriptions to the box that it belongs in. T nominates students to tell where to drag and drop the descriptions. Elicit clarifications from other students when a student has something incorrect. SLIDE 8 (2 min) T says: Here are some timelines to help you remember when to use present perfect simple and past perfect simple. T reads each sentence and asks CCQs, nominating students to answer them for each timeline. PRESENT PERFECT SIMPLE has (‘s) / have (‘ve) + celebrated/changed Elsie has just celebrated her 75th year at a village primary school. __________________________________________________________________ The Past Before Now Now Future Elsie has just celebrated (time of story) The present perfect links the past to now; the past action is completed in a period of time that is not completed. CCQs: When this story is being told, is Elsie still alive? (yes) Has Elsie completed her time at the primary school? (no) Little has changed in 75 years. ___________________________________________________________________ The Past Before Now Now Future Little has changed in 75 years. (time of story) The present perfect links the past to now; the results of the completed action is still important to now. CCQs: Is the school still operating as usual? (yes) Is this lack of change important to the story? (yes) PAST PERFECT SIMPLE had (‘d) + passed/tried The examiner told Git that she’d passed her driving test. The past perfect simple describes a completed action before another completed action in the past. ________________________________________________________________ The Past Before a Past Moment Past Moment/Action Now Future She’d passed her driving test The examiner told Git CCQs: Are these two actions completed in the past? (yes) What happened first—the examiner told Git or she’d passed her driving test? (she’d passed her driving test) Git had already tried 47 times to pass her driving test without success. The past perfect simple describes a completed action before another moment in the past. ______________________________________________________________ The Past Before a Past Moment Past Moment/Action Now Future Git had already tried 47 times (moment=Git passed driving test) CCQs: Is this action completed? (yes) What’s the moment in the past here? (Git passed her driving test) SLIDE 9 FORM (2 min) T shows the following and nominates one student to read an example sentence and elicits a student to tell how that sentences fits within the form for each perfect tense. PRESENT PERFECT SIMPLE Subject + the auxiliary has (‘s) / have (‘ve) + (just/never/already/etc.) + past participle + (time phrase) Example: Elsie has just celebrated her 75th year… Little has changed in 75 years. PAST PERFECT SIMPLE Subject + the auxiliary had (‘d) + (just/never/already/etc.) + past participle + (by the time/when/etc.) Example: The examiner told Git that she’d passed her driving test. Git had already tried 47 times to pass her driving test without success. SLIDE 10 PRONUNCIATION (3 min) T shares the pronunciation chart and T pronounces a phrase correctly and elicits a student to tell where the stress is. T elicits a few students to read and pronounce an example. Teacher elicits another student to help if first student is incorrect. Teacher pronounces the example correctly and drills with class by having them say to themselves.
Controlled Practice (7 min total) SLIDE 11 Learners do this practice individually for 3 minutes (on Google Forms) then check in pairs within 1 minute (via private messages on the chat box) and OCFB for 2 minutes. (ADAPTED PRACTICE 2 of NCE p. 55) T instructs with the google form titled “Practice Perfect Tenses” on slide : T shares link: https://forms.gle/rVd15u4kG5PxA3bE6 Complete the following sentences with either present perfect tense or past perfect tense to make the statements true about you. For example Question: I ___________ to Australia before. Answer: I haven't traveled to Australia before 1. I’________________ until this year. 2. I’________________ when this lesson began. 3. I _______n’t ________ recently. Then share one of the statements with a designed partner via private chat. Ask your partner to clarify, if necessary. You have 3 minutes for this task and 1 minute to share with your partner. (T designates partners).
Freer Practice (9 min) SLIDE 12 Discussing Achievements 1. Free practice for learners to use perfect tenses. T instructions: Now that you’ve reviewed and practiced a little using perfect tenses, I will put you into groups to practice using perfect tenses some more. Discuss the following in your group. Use at least one of the two perfect tenses that we reviewed today. 1. Tell one achievement from your past. 2. Tell what you had done to get this achievement. 3. Tell how has the achievement impacted your life. (groups of 3 in Break Out Rooms for 6 min) 2. Conduct Feedback and DEC.