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TP8 LP - Abbas Rezaqolinejad
Intermediate level

Description

In this lesson, Ss will compare Present Perfect Simple and Present Perfect Continuous. The lesson topic will be contextualized via a set of verbs to elicit Ss experiences lately and then they will be given a text to read quickly and answer Qs accordingly for gist. They will next work on the text for detailed information and become more familiar with the new language which will be analyzed in the next stage to clarify MFPA. Eventually, Ss will do CP and FP to practice and internalize the language and will also be given OC feedback and DEC at the end.

Materials

No materials added to this plan yet.

Main Aims

  • To provide an opportunity for Ss to compare/contrast present perfect simple and present perfect continuous.

Subsidiary Aims

  • To provide reading practice in the context of reading a conversation.
  • To provide Ss with speaking practice through an opportunity to discuss personal experiences.

Procedure

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

T will share a link with the list of action verbs on the chatbox for Ss to view and briefly contemplate. T will model a sentence using PPS and ask Qs to elicit info from Ss. T will ask what actions (verbs) they have done today, this week, month or year.

Exposure (Gist) (6-8 minutes) • To provide context for the target language through a text or situation

T will share another link to a convo on the chatbox with Ss and give instructions for a quick read (individually) T will ask Ss to answer followup Qs (gist) T will elicit responses and get Ss to compare answers T will provide feedback on answers when required

Highlighting (details) (5-8 minutes) • To draw students' attention to the target language

T will share a new link with Ss to the same text. T will highlight the language (grammar) within the text and ask Ss to read for details and instruct them to answer the upcoming Qs. T will elicit responses to the followup Qs and compare replies to get Ss consensus. T will provide feedback if discrepancies in responses arise.

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

T will share another link to the language analysis and run a thorough MFPA. T will elicit meaning for PPS and PPC. T will pose Qs to get Ss to figure out the form of PPS/PPC. T will roll out examples of PPS/PPC sentences and get Ss to determine rise/fall of intonation with the sentences as well as their stress patterns. T will check Ss understanding of PPS/PPC appropriacy within contexts to check their learning/distinction of the nuances in between.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T will share a link to a CP for Ss to write the proper tense in the blanks using either PPS or PPC. T will pass instructions, time activity and get Ss to check answers together. T will ask Ss to read their answers and elicit class responses on each Qs. T will provide feedback on tricky situations or when required.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T will share Qs for Ss and instruct them to discuss them with their partners. T will time the activity and monitor Ss exchange and prompt with help when necessary. T will ask Ss to switch partners and take turns asking each other the same Qs. T will ask each S about their partner's experiences or answers to the Qs provided.

Feedback and Error Correction (5-6 minutes) • To provide students with feedback.

T will take notes of Ss' potential mistakes/errors and provide OC feedback and DEC after CP.

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