gulnar gulnar

Present Perfect
Pre-Intermediate, A2 level

Description

In this lesson Ss will learn and practice present perfect for life experiences and also they will have a detailed reading practice.

Materials

Abc Reading handout
Abc PPT
Ajjh5b85rbspaut8r2c1 tp2 ho1 Grammar handout

Main Aims

  • To provide clarification and practice of present perfect in the context of amusement parks around the world

Subsidiary Aims

  • To provide detailed reading practice using a text about amu

Procedure

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

Project a picture of a roller coaster and elicit from the Ss what it is and then ask them where we can see one. Ask them if they have any famous in their country. Elicit answers from different students randomly.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

Give Ss the reading handout and have them read and find the correct answers of the questions. They compare their answers in pairs before having a whole class feedback. If there is a disagreement in class, ask justifications of their answers.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Elicit from Ss how many Disney theme parks the Disney corporation has built. Ss say what they remember from the text. Encourage them to tell the full sentence looking back at the text. Put the question: Have you ever been to a Disney Theme park? on the board and elicit answers from different individuals.

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

Ask some CCQs:Do these sentences tell us about past, present or future? (past) Do they tell us about a specific time? (No) Is The time of building important? (No)Do they ask about an experience in your life? (yes) Are you in a theme park now? (no) Are you planning to go there sometimes in the future? (Maybe) Highlight the use of ever for question and never for negative sentences. If time left you can make the differences between have been and have gone clear to SS. Ask Ss where the verb is and elicit whether it's V1, V2, or V3. You can give some possible hints. Put up the structure on the board. Do pronunciation drilling of the sentences.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

Have SS complete two texts with the past simple or present perfect form of the verbs in brackets. They work individually and then compare their answers in pairs before having a whole class feedback. Monitor carefully referring back to the examples on the board.

Controlled Practice 2 (3-5 minutes) • To concept check further and prepare Ss for more meaningful practice

Have Ss to complete the sentences using either pat simple or present perfect. Ss work in pairs. Put the correct answers on the board and have Ss check. If there are any disagreement have a whole class discussion to clarify.

Semi-Controlled practice (6-8 minutes) • To concept check further and give SS' a bit more freedom with the use of TL

Give Ss a handout of a leisure questionnaire. You can demonstrate a sample dialogue with one of the Ss. Have them in pairs interview each other using follow up questions. Indicate that they should pay attention also to the correct use of V3. Monitor and help if necessary. You can give an immediate correction for the ones making it or make note of common errors to be discussed in a delayed error correction stage.

Feedback (1-2 minutes) • to do a delayed error correction and to work on Ss' mistakes

Put some wrong sentences noted at the semi-controlled stage on the board and elicit corrections from Ss.

Web site designed by: Nikue