Jagoda Ewa Smetek Jagoda Ewa Smetek

TP 3 LP_Jagoda Ewa Smetek
Upper Intermediate level

Materials

Abc https://tophonetics.com/
Abc Martin Parrot, Grammar for English Language Teachers, Cambridge University Press, p.110 & p.235-240
Abc Frances Eales, Steve Oakes, SpeakOut Upper Intermediate, Pearson, p.20+21

Main Aims

  • To provide clarification of the difference between the present perfect continuous and present perfect simple tenses in the context of negative news and solutions for those

Subsidiary Aims

  • To provide practice of the present perfect continuous and present perfect simple tenses in the context of negative news and solutions for those

Procedure

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

The context of this lesson are negative news and making a difference by providing solutions. To engage the students to this context they will predict the topic by discussing the following question in Break Out rooms: What are the major news stories in your country now? I prepared a Jamboard with some pictures to the students some hints. One picture shows a light bulb which is a hint to providing solutions to the different problems. After that, I will nominate students for a short feedback about their ideas. Prediction task: max. 2 min Feedback: max. 3 min

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Students will read an interview about different people who made a big difference with simple acts. At first, they will read for gist and I will ask them to identify the topic of the text. Then, students will read for detail and answer the following questions: 1. What has Ken been doing to fight unemployment? - Offering dry cleaning services free of charge for unemployed people 2. How many outfits has Ken cleaned, already? - Over a hundred outfits. 3. How much money have Sarah and Tom raised, already? - $ 4000 USD 4. How long have Sarah and Tom been dancing at the moment of the interview? - 12 hours. Students will answer those questions individually and then they will discuss their answers in Break Out rooms. To answer the questions students will read sentences in the TL in detail. For feedback, I will nominate students. Gist: 1 min Individual task: 3 min Peer check: 2 min Feedback: 4 min max

Highlighting (1-2 minutes) • To draw students' attention to the target language

I will ask students to have a closer look on the answers from the intesive reading task and will ask them to identify how many tenses have been used. Are we using one or more tenses? How many tenses are we using? - 2 tenses

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

I will clarify the MEANING by showing a table that summerizes the differences between both tenses. I will nominate students to read the points as this will help them to memorize. Then, I will show them examples to clarify the difference between duration and repetition of actions / events in both tenses. Students will read those examples. Duration: I’ve worked here most of my life. / long-term / Present perfect simple I’ve been working here for just a few days. / short-term / Present perfect continuous Repetition: I’ve been using the swimming pool since we moved into the district. / repeated / Present perfect continuous I’ve used the swimming pool since we moved into the district. / once or twice / Present perfect simple Then, I will clarify the FORM of both tenses: Present perfect continuous: has / have + been + main verb in -ing form Present perfect simple: has / have + main verb in past participle form. Here, contractions and auxiliary verbs will be explained. I will drill PRONUNCIATION of the example sentences in chorus and individually. I will focus on sentence stress and linking to ensure students sound natural. Meaning: 4-5 min Form: 2 min Pronunciation: 2-3min

Controlled Practice (8-8 minutes) • To concept check and prepare students for more meaningful practice

For the controlled practice students will work with the interview text from the intensive reading task. They will work individually and will fill in the gaps. It is a multiple choice task to choose between the present perfect continuous and the present perfect simple option. To encourage students to participate in the OCF they will do a quick pair-check via private message on the chat box. Questions: 1. ______________ to fight unemployment for years - YOU'VE BEEN HELPING 2. ______________ for three years now. - We've been doing this 3. Since we started, the company ________________ over a hundred outfits. - has cleaned 4. _________________ $4,000 USD. - We've already raised 5. ________________ since 5 o'clock and I'm exhausted! - We've been dancing I will nominate students to answer the questions and will ask them to explain to each other. Controlled practice task: 4 min Pair check. 1 min Feedback: 3 min

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

The context for the freer practice will be: 1 year ago, Ryan heard about a charity which fixes old bikes and sends them off to people who are living in extreme poverty. Students will get creative and discuss the following questions in Break Out rooms: 1. What has Ryan been doing since 1 year? 2. What has Ryan reached in that time? Those questions ensure that the students use both tenses in their discussions. To personalize the topic they will also aks each other: 3. Have you heard about people who have made a difference in your city? The first 2 questions ensure that students will have something to discuss even if their answer to question 3 is no. Discussion: 5 min OCF: 3-5 min

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