Soha Soha

Copy of Copy of Copy of Life Experiences
Elementary level

Description

In this lesson the students will learn about the Present Perfect tense through the context of life experiences. The main aim of the lesson will be grammar where students will be taught via MFP. The sub-aim of the lesson is for the students to be able to speak for fluency using the present perfect tense to answer some questions based on life experiences. The questions will be written by the students therefore they will be able to practise writing for accuracy. Their reading skills will also be practiced.

Materials

Vgztsfuxtlqgulfcvfdt present perfect Handout
Qnmsyxkylkwvleulztrw present perfect Handout

Main Aims

  • To provide students with MPF of the Present Perfect tense and to differentiate its meaning from the Past Simple tense.

Subsidiary Aims

  • To provide students with speaking for fluency using the present perfect tense to share their life experiences
  • To provide practice writing for accuracy by designing questions using the present perfect.
  • To provide practice in scanning by reading for information.

Procedure

Lead-in Stage (3-5 minutes) • To get the students active and interested in the lesson

* Warm up the lesson by personalising the lesson. Show Ss flashcards with Have you ever questions...get them to answer the questions, and ask for more detail.

Exposure (4-5 minutes) • To get the students to notice the target language through a reading text

* Tell the Ss that they will be doing a reading short reading. (Steve) * Ask Ss to read and answer the set questions. (Scan) Allow Ss to peer check their answers. Check answers WCFB.

Highlighting the Target Language (13-15 minutes) • For the Ss to notice the difference in meaning between Past Simple and Present Perfect

* Write the following sentences on the board. - I went to Mexico 2 weeks ago. - I've been to about forty countries. *Put Ss in pairs / groups to discuss the following questions. * MEANING: CCQs- When did Steve go to Mexico? When did Steve visit 40 countries? * Ss should be able to answer the first question but not the second question. Show meaning of difference through timelines to make it clearer. (Experience vs time) Present Perfect for experiences in the past unknown time. Time isn't important. Past Simple is used when we know when the action took place. e.g: I've been to Mexico. When did you go there? I went there 4 years ago. *Elicit some examples from Ss. Have you ever met a famous person? Have you been skiing? Have you been on TV? Have you been to Ankara? * FORM: Show Form of the Present Perfect. (positive negative questions) Give Ss a handout verbs table to highlight V3. *PRONUNCIATION: Drill sentences to stress weak and strong forms and linking sounds. GIVE STUDENTS THE LIST OF VERBS

Controlled Practice (5-7 minutes) • For the students to be able to identify Past Simple and Present Perfect

* Gap filling exercise on HO. * Get Ss to peer check. * Feedback answers as a whole class, check meaning. Ask CCQs.

Semi Controlled Practice (5-7 minutes) • Students to be able to design questions using the Present Perfect Tense

* Ss to work individually and not show their papers to their peers. Students to write 3-5 questions about life experiences they would like to ask each other. Monitor Ss, do any necessary error correction.

Free Practice (10-12 minutes) • Students to answer Have you ever...? questions to practise both speaking for accuracy and fluency

* The questions that the Ss wrote in the previous stage will be put into a bag, and drawn. Students will be asked to answer these questions in small groups. Encourage them to find more information by using the Past Simple. Monitor Ss. *Ss to feedback the information they have learnt about their classmates. *Do error correction if necessary

Extra Practice • Only to be used if there is extra time left

* Bingo cards using the present perfect tense.

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