Ma. del Rosario Contreras Cadena Ma. del Rosario Contreras Cadena

Grammar Text-based TP4
Pre-intermediate level


In this lesson, students practice and learn about simple past and present perfect through guided discovery based on a listening text about a man who got lost. there will be a guided discovery, a controlled practice, and a free practice to use the target language fluently.


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Main Aims

  • To practice simple past and to introduce and provide clarification on the meaning, form and pronunciation of present perfect simple in a context of a man who got lost in India.

Subsidiary Aims

  • By the end of the lesson, learners will have practice in a controlled and freer task.


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

T shows a picture of the book cover "A long way home". T asks the question: What do you see in the picture. T shows pictures of the life of the man from the book story. T asks questions about the place, actions, people from the pictures? What do think happened to the man? T elicits some ideas. Learners work in pairs in breakout rooms and discuss.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

T provides the task that learners have to do. T gives instructions: * I am going to play an audio, while you listen decide if the sentences below are true (T), false (F) or we don't know (?). T gives 30 seconds to give a quick look at the sentences. T provides the audio. Learners answer individually. Learners check answers in pairs ( 2 min) T conducts OCFB.

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

T asks, How is the gray sentence different from the red sentence? T asks, what makes them be different? T elicits answers.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

T guides learners in order to discover the meaning of the target language by asking them concept questions. General question: * Did these actions start in the past? Referring to the sentences: * Do we know when the action happened? * Is it important to know? * Does it have a link now? T uses a timeline T. provides two questions to be answered individually ( 2 min). T checks answers and conducts COBF T asks the learners to select from two options given the correct present perfect simple form, individually and in 1 minute. T checks answers and conducts T drills the pronunciation ( chorally and individually, if necessary) to ensure the learners know how to say the structures and contractions.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T sets the activity. Instructions: * Complete the dialogues using the correct form ( present perfect simple or simple past) of the verbs in brackets. * Learners answer in pairs. ( 4 min. ) * T conducts OCFB.

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

Instructions: Think about the things that you have done and have not done in the pandemic? T gives examples: I have eaten healthy. I have not visited my family. T gives a minute to think about it. T aks learners to share in pairs what they have done and ask them to pay attention to her partner because they are going to share it with the class. For instance, Debora has done exercise. T conducts OCFB

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