Samantha Shetterly Samantha Shetterly

TP8: Samantha Shetterly
Pre-intermediate level


This is a grammar lesson. Students will review the past simple and present perfect simple. We will begin by playing a game of 'Never Have I Ever,' then complete a short reading with a guided discovery task, then cover MFP, then have controlled practice, freer practice, and finally DEC.


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Main Aims

  • To provide clarification of of the past simple and the present perfect simple

Subsidiary Aims

  • To enable students to read a text for a general understanding
  • To provide fluency practice in the context of interviewing their peers about their lives
  • To practice conjugating both regular and irregular verbs (past simple and past participle)


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

"Let's play a game. Have you ever played Never Have I Ever?" T DEMOS the game, and then asks Ss to respond to three to five statements, putting a finger down if they HAVE done something

Exposure (7-8 minutes) • To provide context for the target language through a text or situation

T asks Ss to read a short text and then respond in the chatbox if the author is talking about the past, present, or future What does I've stand for? (I have) What the difference between the pink words and the blue words? (different grammatical tenses) Ss will complete guided discovery task with partner in BORs for 3 mins T nominates Ss to answer and displays answer key

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

T asks class following CCQ's: Do we use the past simple or present perfect simple...? To talk about an event in the past, and we say when it happened ________________________ To talk about experiences in life up until now, and we don’t say when it happened ________________________ To talk about completed actions in a finished period of time ________________________ To talk about completed actions in an unfinished period of time ________________________ T shows timeline to CLARIFY finished v unfinished periods of time T elicits conjugation of four different verbs from Ss T asks Ss to listen two example Sentences and identify STRESS - T will bold stressed words on the white board Ss will repeat and drill sentences in stages (I have received), (I've received), (I've received three phone calls today)

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

"Please complete this form individually. Take about 3 minutes or so, and please SUBMIT the form when you're finished" T DEMOS answering the first question T displays the class results and discusses answers, where there are discrepencies

Free Practice (10-12 minutes) • To provide students with free practice of the target language

"For the final activity, we will be in BORs with a partner. Please ask your partner 3-4 questions about what they did YESTERDAY and 3-4 questions about what they have SO FAR IN THEIR LIFE." T DEMOS the task T gives Ss 5-6 minutes in breakout rooms and monitors T nominates 2 Ss to share something they learned about their partner DEC: T writes 2 examples of good language use, 2 examples of errors, and asks Ss to identify and correct these errors

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