Lesson Type: Grammar Level of Class Number Length Assumed knowledge:

Lesson Aims: To introduce students to of of

present perfect for talking about general A2 students lesson Tenses: Students are already familiar and fairly confident with present
experience (Late 12 simple, present continuous and past simple to talk about completed past
elementary/ 60 mins events and actions for commonly used verbs. They have recently been
pre-
intermediate) introduced to past continuous for interrupted actions.

Lesson Objectives: Teenagers (14- They have not been taught any of function of present perfect yet, though
• Students will understand form and 16 years old) students have probably encountered it elsewhere, including in class when I
function through presentation in clear ask things like 'Have you finished?' 'Have you done your homework ?'
Nationality/firs
context
• Students will practise producing form
t language They know basic grammatical terms such as grammar, subject, verb, object,
accurately and the choice between past -ing form, infinitive
Moroccan –
simple and present perfect through Arabic and for
controlled practice Some students may already know the term 'past participle'
most students
• Students will practise producing the also French
form through communicative activity Anticipated problems:
1.It will be difficult for students to understand why present perfect is used
rather than past simple. The passé composé in French has the same
structure (form) but is not used in exactly the same ways (functions) as in
English.
Solution: Examples, concept questions and controlled practice activities
2. It is confusing that we say 'I've been to Paris' using the verb be, not go.
Solution: I will just use lots of examples and hope they don't ask! Will
prepare simple 'that's just a strange thing about English' sort of answer in
case someone asks – do not want to spend a lot of time on this.
3. When making mini-dialogues (stage 3) some responses will require past
simple and others present perfect e.g. I've been Paris – Oh, when did you
go?
I've broken lots of bones – Oh which bones have you broken? It will be
difficult for students to apply the rules immediately.
Solution: I will correct if it is easily understood from the rules we have
 looked at. Will not correct all immediately – this will be further developed
in next week's lesson

4. If main verb starts with same sound as the final sound in auxiliary verb
(e.g. I've visited Mecca) students will not be able to hear auxiliary verb.
Solution: I will not use an example like this for my model sentence in the
presentation.

5. The use of ever is variable – often but not always used in questions and
negatives. It is difficult to explain the exact rules, and doing this would lead
to too many rules for one lesson.
Solution: I will use it correctly in my examples, but not pay much attention
to it. Students will refine their understanding of it as their English advances.
If anyone asks I will say it means at any time.

6. It will be difficult for me (the teacher) not to accidentally use examples of

other present perfect functions. To keep the concepts involved in this first
lesson on present perfect for general experience, I will try to avoid this.

Materials
Board pen for every student
3 Handouts for each student 2 Worksheets, 1 homework sheet
Instructions for board game on ppt
3 boards and score sheets – one for each group (boards will be the same as
the one on ppt. I have not provided a separate copy)
Coursebooks (for irregular verbs chart)
Copy of board plan for teacher to use during presentation

N.B. While you may use or adapt practice activities you have found elsewhere, the presentation stage must be of your own design. It is not, for example, acceptable
to use a video or PowerPoint presentation of this language that you have taken from elsewhere.
If you need to, subdivide each stage.

Stage Aim Timing Inter- Teacher activity Student activity

action
1. Warmer Get students Before students come into class draw a line down
talking and board to divide it into 2. Write on left side
introduce 'Interesting or exciting experiences'
context for 'In 2001 I climbed Mount Olympus'
target 6 mins Whole class Ask students come in, hand each one a board pen Students take pens and each person writes their
language and indicate they should quickly write an exciting interesting experience on the board.
experience of their own on the left side of board. (I
will speak as little as possible, as the natural thing
would be to use the target language, which I want
to avoid at first).

If they don't put in a time I will ask 'when?' and

encourage them to put in a date/time
4m Pairs Correction When everyone has written something, Students correct sentences on the board.
/threes encourage students to work together make any
(10 mins corrections necessary. Point out where mistakes are
for if necessary.
stage)
Ask everyone to take out coursebooks because they
will need them soon.
2. Introduce 3m T-class Elicit target language Student selects a sentence e.g. 'Last summer I went to
Presentation students to Thank and praise them and say what a lot of Paris.'
form, interesting experiences there are on the board.
function and Select one student, and ask e.g. 'Idrissi, which is the
pronunciatio most interesting experience?'
n. Ask who it was, then try to elicit the question 'Have
Check you ever been to Paris?' Students make suggestions e.g. Do you go to Paris,
understandin Did you go to Paris?
g. Is Rafat the only person with this experience? How
can we ask a question about this?

Praise suggestions, but say we need a different

tense. If necessary prompt them : 'The questions
begins with have. Have you...'
If anyone produces target question ('Have you ever Students make suggestions e.g Have you go to Paris?
been to Paris?'), praise them and ask them to repeat Students repeat in chorus.
it.
If not say OK listen to me and say the question
clearly. Get everyone to repeat in chorus a couple Students tell teacher what to write.
of times for pronunciation.
Get students to dictate question back to me while I
write it on board.
3m When question is on board ask student who Student responds
originally wrote that statement Yes.
So 'Rafat, have you ever been to Paris?'
Acknowledge that just 'Yes' or 'Yes I have' is the Class produce I have been to Paris or I've been to Paris
normal answer, but elicit the whole sentence.

Write on board. I have been to Paris or I've been to

Paris
If they have used full form elicit contraction, if they Students explain contraction.
have used contracted form check what full form is.
 Student produces
Ask a student who hasn't been to Paris to answer 'I haven't been to Paris.'
the question to elicit the negative and write 'I
haven't been to Paris.' on the board.

3m Check form Students analyse form

Looking at examples we now have on board, elicit
the form. (see teacher language)
Ask students to take out their irregular verb lists to
check past participles of irregular verbs.
Student copy form notes into exercise books
2m Check concept Students answer concept questions
Ask concept questions to check students understand
function - how target language is used.
Are we talking about past, present or future? PAST
Do we know exactly when in the past? NO
Quickly elicit dialogue completion (see Board Plan
2, point 3) to show contrast with past simple.
2m Check pronunciation (Drill present perfect Students repeat chorally and individually as directed
examples only). by the teacher.
Repeat question on board. Ask 'Does my voice go
up or down?' Will add a name to the question (e.g
Have you ever been to Paris, Idrissi?) as this makes
(13 mins it easier to hear the rising intonation.
for stage Same procedure for affirmative and negative forms.
23 mins
total)
Insist they use contracted forms.
3. Controlled Ex 1. 2m Pairs See Worksheet 1. Hand out worksheets so they can
Practice Practice with see example when I give Instructions –
Q form and emphasising that you change tense when getting In pairs students produce e.g.
changing 6m more information Have you ever ridden a camel?
from present Yes, I have.
perfect to While students work, monitor and help as Really? When did you ride a camel?
past simple. necessary and select one or two good examples to Last year.
perform to class. Selected students perform their dialogue.

1m (if time) Ask selected pair(s) to perform their mini

dialogue

Ex 2: 4m Pairs If short of time, leave out this activity Pairs work on this task, and practise saying the
Practice with See Worksheet 2. Instruct students to work sentences and questions together.
affirmative together to write 2 sentences about something they
and negative (13 mins have done and something they haven't done + a
form. for stage question.
36 mins
Preparation total)
Stronger students can write different sentences
for Freer from their partners if they wish.
practice.
Teacher monitors and helps.

Freer Practise 1m T-class Regroup students Students sit down in new group of four.
Practice – natural While I am cleaning board, Ask students to change
Board game conversations tables so they are in new groups of four
using present Instructions for game
perfect for 3m Project image of board game on to board. Students listen and help demonstrate if asked.
asking about Show students game board, quickly revise board,
general dice, counter, shake the dice, turn (which they have
experience had in other lessons).
 and moving Explain rules of game, demonstrating by using
into past image on board and showing them the score sheet
simple to ask and getting student to help me with dialogue.
specific Hand out equipment for game.
questions
15 m Teacher monitors and notes errors for feedback and Students play game and record points on score sheet.
(20 mins Groups next week's lesson which will provide further
for stage practice of this form.
55 mins
total)
Plenary - 5 mins Find out who has the highest score in each group
Correction and across whole class. Give feedback with lots of
spot praise for what they have done well.
Elicit corrections for common errors relating to Whole class peer correction.
target language, and summarise what we have Make notes if they wish.
learnt.
(60 Set homework:
mins Essay – 'Select a member of your family and write
total)
about 3 interesting things he or she has done in
their life'

Why I chose these activities and materials for this lesson.

Justify and explain your choice of teaching aids, activities and materials for this A2 class of children aged 14-16. (80-120 words)
Teenagers usually enjoy talking about their own experience so I chose their own experiences rather than e.g. the life of a famous person. It will be difficult to keep the
presentation to time limit, so I copied the form notes on to the worksheet. The examples provide support for the controlled practice. The board game provides some
practice of producing the target language, although the freer speaking part will mainly be in past simple, but this reflects the way this form is used. I added the truth
or lie aspect because it will encourage them to talk more. The rules about which tense to select are difficult and depend on specific context. Their understanding will
develop with more practice and exposure. (119 words).