New lesson plan: Present Perfect Travel Lesson

Kelsey Wilkens

Present Perfect Travel Lesson - Intermediate level

Present Perfect Travel Lesson
Intermediate level

Description

In this lesson, students will review the past simple and present perfect, exploring their MFP through the context of world travel. Students will contrast the meaning and form of the two tenses through a self-guided discovery handout and controlled practice activities. The lesson will conclude with a pair interview about travel to develop speaking skills.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification, review and practice of the present perfect simple for experience in contrast with the past simple through the context of world travel

Subsidiary Aims

To provide fluency speaking practice in a interview in the context of world travel

Procedure (32-51 minutes)

Transition (2-3 minutes) • To transition from the previous lesson

Re-introduce self. Refer briefly back to the reading from the previous lesson. Ask the Ss to tell me about the man and his travels. Try to elicit one Simple Past sentence, e.g. He went to South America and put this on the w/b. Ask the students what tense this is.

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

Tell Ss to work together in pairs to find examples of Past Simple in the text and underline them, and circle examples of the Present Perfect Simple.

Feedback (2-3 minutes) • To check that students have correctly highlighted the target language

Project the reading on the whiteboard and elicit examples of the Past Simple and Present Perfect Simple. Briefly underline and circle examples as they are read by the Ss. Turn off the projector.

Clarification 1 (2-3 minutes) • To clarify the meaning of the target language

Write one of the Present Perfect Simple examples elicited by students on the w/b. Ask the Ss the questions in exercise 1: Which verb form do you use when the time is known? Which verb form do you use when the time is not stated? Analyze the form on the board. Elicit parts of the sentence and underline them in another color - subject + auxiliary verb have/has + past participle (V3).

Clarification 2 (3-4 minutes) • To clarify the meaning, form, and pronunciation of the target language

Give students HO1 to complete individually.

Peer Check (1-2 minutes) • To boost student confidence and encourage peer learning

Have Ss check HO1 in pairs.

Feedback (2-3 minutes) • To check that students have understood the meaning and form of the target language

Elicit answers from Ss.

Clarification 3 (2-3 minutes) • To clarify the use of the target language with particular time expressions

Put the word "ago" on the w/b and ask Ss if they normally use it with Past Simple or the Present Perfect. Put the Ss in small groups and give them cut-up time expressions, HO2. Get them to match them with the appropriate verb forms and stick them under the appropriate headings on the wall.

Feedback (2-3 minutes) • To check that students have understood the correct correlation of time expressions with the verb forms

Have students check each other's answers then give them an answer key, HO3, so they have a written record.

Controlled Practice 1 (3-4 minutes) • To concept check and prepare students for more meaningful practice

Give the Ss exercise 2, HO4, to complete in pairs. Ss work together to choose the correct answers. Give Ss the answer keys, HO5, to check their answers. Deal with any questions necessary in a w/c FB.

Controlled Practice 2 (4-5 minutes) • To concept check and prepare students for more meaningful practice

Ss work together in pairs to fill in the gaps choosing between Simple Past and Present Perfect Simple, HO 6. Post the answer keys on the walls while Ss complete the activity. Get Ss to check their answers against the answer keys posted, HO 7.

Free Practice (5-7 minutes) • To provide students with free practice of the target language

Tell Ss that they will interview three other Ss in the class that they have not talked to using the questions from HO6. Tell them to make short notes of their answers. Ss stand up and move around, asking and answering questions. Ss go back to their tables and compare their answers with others near them and try to find some common points between Ss in the group.

Feedback (2-7 minutes) • To check the content of the free practice activity and review the target language

Ss report some of their findings to the whole group. Time permitting, point out some good language and elicit corrections and reformulations of language used during the freer practice activity.