Grammar Lesson (TP8)
Pre Intermediate level
To provide review of present perfect simple and continuous in the context of global warming
To provide accuracy speaking practice in a present perfect simple and continuous in the context of global warming
To provide fluency speaking practice in a present perfect simple and continuous in the context of global warming
Procedure (41-53 minutes)
T displays images on screen related to global warming. T asks learners What is happening to the Earth? Why does the Earth have a thermometer in it? T elicits a few ideas from learners. T conducts OCFB.
T provides the link to the Google Form (https://forms.gle/qDmJqPL9zg1zQa9g9): Choose the correct form of the verbs to complete the statements. T reads the instructions and demoes with the first statement: Professor Owen is working on two articles for the next issue of 'Green Earth' magazine. She ________ these articles since Monday. A: has been writing. Ss answer the test (5 min). T displays the answers.
T provides the link to the Google Form (https://forms.gle/6DmRmQ2o3BUZtVmL9): Is the action finished or unfinished? Do we know for how long? Do we know how much/many? Is it temporary or permanent? T reads the instructions and demoes with the first statement: Professor Owen has been reading a book about global warming. A: Unfinished Ss go to BOR and have 5 min to complete the task. T displays the answers and conducts OCFB by asking the ss to answer when we use each tense using CCQs: Do we use PPS or PPC with unfinished actions? A: PPC Do we use PPS or PPC with finished actions? A: PPS Do we use PPS or PPC with temporary actions? A: PPC Do we use PPS or PPC with permanent actions? A: PPS Do we use PPS or PPC when we know for how long? A: PPC Do we use PPS or PPC when we know how many/much? A: PPS T provides the link to the Jamboard (https://jamboard.google.com/d/1HYXyAHV7fZBx_f_M74_KMVYKJ4Haq38s9037tlrEXXE/edit?usp=sharing) and asks a student to read the instruction: Pair each tense with its respective formulas. T demoes with the first formula. Ss go to BOR and have 3 min to complete the task. T displays the answers and conducts OCFB. T displays the Jamboard and asks ss to mark the stress in each sentence. T demoes with the first sentence: ⚫ ⚫ I've been working in the library. (aɪv biːn ˈwɜːkɪŋ ɪn ðə ˈlaɪbrəri) Ss answer in OC (3 min) T answers the questions the ss may have.
T provides word document (https://docs.google.com/document/d/1XDut6XN_Oxl7QhPfG_665B3h4qDWt5wzIJRh13FNN1w/edit?usp=sharing) for CP. Instruction: Complete Jane Owen’s blog using the present perfect continuous or the present perfect simple form of the verbs in parentheses. T demoes with the first sentence: A beautiful solar village ________ (appear) in the middle of Washington, D.C. Answer: has appeared Ss work in BOR for 7 minutes. T displays answers for ss to check and conducts OCFB (point out stative verbs).
T displays a picture and three questions for ss to discuss in BOR: What is the message of this picture? Is it a strong message? Why? Do you agree with the message? What are your actions regarding this matter? T demoes using the TL: I think it is a heartbreaking message because it shows how much we have damaged our world and how little we have done to stop this from happening. I have tried eating less meat, showering faster, I have been buying second hand clothes, etc. Ss discuss in BOR. Learners switch groups as many times as possible as time allows.
T conducts DEC following up on the productive stage. T writes on the screen samples of learners’ production and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. T also includes some sentences using stative verbs to cover this common mistake. T conducts OCFB.