By the end of the lesson, Ls will have been better able to use present perfect focusing on the unfinished actions and the past simple after providing clarification and practice in the context of achievements and and personal information
To provide a speaking practice for accuracy and fluency in a conversation in the same context
Procedure (38-23 minutes)
-T asks Ss to stand up and ask everyone about their favorite actor, why and one of his/her fav. actor's achievements. -T asks Ss to remember the answers of the students sharing the same favorite actor. -T listens to some of the Ss.
-T asks Ss to read the 2 sentences about your favorite actor and guess if they're true or false in pair. 1- Ahmed Helmy worked as an interior designer for few months when he was in his early 20s 2- Ahmed Helmy has worked as an actor for nearly 44 years. - T listens to Ss answer and asks them if they can correct the false sentence.
- T asks Ss to answer the following questions: 1- which action is finished? which action continues up till now? 2- which action is in the past simple? which action is in the present perfect? 3- Match the question with the correct answer: - T asks Ss to check in pairs.
-T revises the usage of the past simple via the first sentence.: 1- when did he work as an interior designer? in his 20s 2- Is he still working up till now? No 3- Did the action happen and finish in the past? yes 4- So, what is this tense? - T elicits the usage of the present perfect with the unfinished actions: 1- Did he start working as an actor in the past? yes 2- Is he still working till now? yes 3- So, Is this past simple or present perfect? present perfect -T emphasizes the difference between the present perfect an the past simple by using the timeline - T elicits the form of the present perfect including the affirmative and negative sentences and the question form. - T elicits the contraction of the helping verb and the sentence stress in the affirmative and negative sentences. -T drills the sentences individually, chorally, and in groups -T writes on the board. -T replaces for with since + a specific period of time -T highlights/ elicits the difference between using since and for: 1- Which one comes before a duration? 2- which one comes before the point of the start?
-T asks Ss to complete the sentence with p. simple or present perfect. -T asks Ss to check together then in with the class. - T can write different time phrases on sticky notes and divide Ss in small groups of 3 or in pairs. - T asks Ss to take turns to stick the note on the board under since or for after discussing with their groups. - T checks the answers
-T tells Ss that they are going to write short answers for each question in HO 7B in the circles below randomly -T asks ICQs; 1- Are you going to write the answers in order in the circles? No 2- Are you going to write short answer? yes - T asks Ss to discuss together why they wrote these answers - T encourage Ss to ask follow-up questions and to use full sentences - T asks ICQs: 1- Are you going to write short answer? No 2- should you ask extra questions? Yes
- T asks Ss to share something in common - T listens to Ss - T praises their effort and good use of TL - T writes their errors and correct them together