Assignment B Model - Lesson Plan Form and Paragraph

Lesson
Lesson Type Grammar  To introduce students to present perfect for talking about general experience.
Aims

 Students will understand form and function through presentation in a clear context generated
A2 (Late elementary/ in the warmer.
pre-intermediate)
Lesson  Students will practise producing form accurately and the choice between past simple and
Level of Class
Objectives present perfect through controlled practice dialogues and writing activities.
Teenagers
(14-16 years old)  Students will practise producing the form communicatively through playing a true/false board
game.
 Tenses: Students are already familiar and fairly confident with present simple, present
Nationality/ Moroccan – Arabic and for continuous and past simple to talk about completed past events and actions for commonly
First Language most students also French used verbs.
 They have recently been introduced to past continuous for interrupted actions.
Number of
12 Assumed  They have not been taught any function of present perfect yet, though students have probably
Students
Knowledge encountered it elsewhere, including in class when I ask things like 'Have you finished?' 'Have
you done your homework ?'
 They know basic grammatical terms, such as grammar, subject, verb, object, -ing form,
Length of Lesson 60 mins
infinitive.
 Some students may already know the term 'past participle'.
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
Anticipated
Problems 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 – I do not want to spend a lot of time on this.

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 Assignment B - Lesson Plan and Paragraph
Anticipated 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
Problems 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. I will not correct all immediately – this will be further
developed in next week's lesson
4- If main verb starts with the 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 will 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.
Solution: To keep the concepts involved in this first lesson on present perfect for general experience, I will try to avoid this.

 Board pen for every student

 4 Handouts for each student: 2 controlled practice worksheets, 1 homework sheet (all shown in Materials a). 1 freer practice
worksheet (Materials b)
Materials  Copy of freer practice worksheet on laptop to project on whiteboard for giving instructions
 Coursebooks (for irregular verbs chart)
 Copy of board plan for teacher to use during presentation

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 Assignment B - Lesson Plan Template

The presentation stage must be of your own design.

If you need to, subdivide each stage.

Inter-
Stage Aim Timing
action
Teacher Activity Student Activity

1- Warmer Get students talking and  Before students come into class, draw a line down board
introduce a context for to divide it into 2.
target language  Write on left side 'Interesting or exciting experiences'
'In 2001 I climbed Mount Olympus'

6 mins Whole  Ask students come in, hand each one a board pen and Students take pens and each
class indicate they should quickly write an exciting experience person writes their interesting
of their own on the left side of board. (I will speak as little experience on the board.
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
/threes encourage students to work together make any the board.
(10 mins corrections necessary. Point out where mistakes are if
for stage) necessary.
 Ask everyone to take out coursebooks because they will
need them soon.

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 Inter-
Stage Aim Timing
action
Teacher Activity Student Activity

2- Presentation Introduce students to form, 3m T-class Elicit target language Student selects a sentence, e.g.,
function and pronunciation.  Thank and praise them and say what a lot of interesting 'Last summer I went to Paris.'
Check understanding. experiences there are on the board.
 Select one student, and ask, e.g.,
- 'Idrissi, which is the most interesting experience?'
Students make suggestions, e.g.,
- Ask who it was, and then try to elicit the question 'Have Do you go to Paris, Did you go to
you ever been to Paris?' Paris?
- 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 Students make suggestions, e.g.,
necessary prompt them : 'The questions begins with have. Have you been to Paris?
Have you...'
Students repeat in chorus.
 If anyone produces target question ('Have you ever (been
to Paris)?'), praise them and ask them to repeat it.
 If not, say OK listen to me and say the question clearly.
 Get everyone to repeat in chorus a couple of times for Students tell teacher what to
pronunciation. write.
 Get students to dictate questions back to me while I write
it on board.
3m T-class  When the question is on board, ask a student who I know
will answer affirmatively. e.g., 'Rafat, have you ever been Student responds Yes.
to Paris?'
 Acknowledge that just 'Yes' or 'Yes, I have' is the normal Class produce “I have been to
answer, but elicit the whole sentence. Paris” or “I've been to Paris.”
 Write on board. I have been to Paris or I've been to Paris.
 If they have used full form elicit contraction. If they have Students explain contraction.
used contracted form, check what the full form is.

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 Inter-
Stage Aim Timing
action
Teacher Activity Student Activity

2- Presentation Introduce students to T-class  Ask a student who hasn't been to Paris to answer the Student produces
form, function and question to elicit the negative and write 'I haven't been to 'I haven't been to Paris.'
(Continued) pronunciation. Paris.' on the board.
Check understanding.
3m T-class Check form
 Looking at examples we now have on board, elicit the Students analyse form
form. (see teacher language)
 Ask students to take out their irregular verb lists to check Student copy form notes into
past participles of irregular verbs. exercise books (if time – they are
also on worksheet).
2m T-class Check concept
 Ask concept questions to check students understand Students answer concept
function - how target language is used. questions.
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 T-class Check pronunciation (Drill present perfect examples only). Students repeat chorally and
 Repeat question on board. Ask 'Does my voice go up or individually as directed by the
down?' Will add a name to the question (e.g., Have you teacher.
(13 mins ever been to Paris, Idrissi?) as this makes it easier to hear
for stage the rising intonation.
23 mins  Same procedure for affirmative and negative forms.
total)  Insist they use contracted forms.

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 Inter-
Stage Aim Timing
action
Teacher Activity Student Activity

Controlled Ex 1. Practice with Q form 2m Pairs  See Worksheet 1. Hand out worksheets, so they can In pairs students produce e.g.
and changing from see the example when I give Instructions – - Have you ever ridden a camel?
Practice present perfect to past emphasising that you change tense when getting - Yes, I have.
simple. more information.
6m - Really? When did you ride a camel?
 While students work, monitor and help as necessary - Last year.
1m and select one or two good examples to perform to
class.
 (If time) Ask selected pair(s) to perform their mini Selected students perform their
dialogue. dialogue.

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

Freer Practice Practise natural 1m T-class  Regroup students

conversations using While I am cleaning board, ask students to change Students sit down in a new place.
Activity present perfect for asking places so they are sitting next to a new partner.
about general experience Students listen and answer questions if
and moving into past 3m  Instructions for game
Hand out worksheets. asked.
simple to ask specific
questions. 3-4m  Tell students they have two minutes to fill in the Students write one word in each box
table. Teacher monitors to check they understand on the table on worksheet.
and helps where needed.

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 Inter-
Stage Aim Timing
action
Teacher Activity Student Activity

Practise natural 12 m Groups  Teacher monitors, encourages students to develop Students swap worksheets and ask
Freer Practice conversations using (20 mins conversations and notes interesting points and errors each other questions
present perfect for asking for stage for feedback and next week's lesson which will
Activity
about general experience 55 mins provide further practice of this form.
(Continued)
and moving into past total)
simple to ask specific
questions.

Plenary 5 mins  Some students to report some of the more

Correction Spot interesting things their partner has told them.
 Give feedback with lots of praise for what they have
done well.
 Elicit corrections for common errors relating to Whole class peer correction.
(60 mins target language, and summarise what we have Make notes if they wish.
total) learnt.
 Set homework: Essay – 'Select a member of your
family and write about 3 interesting things he or she
has done in their life.'

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 Why I chose these activities and materials for this lesson?
 Explain and justify your choice of teaching aids (board, visual aids, etc.), activities and materials for this A2 class of teenagers aged 14-16. (100-150
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,
which helps the students see how we move from present perfect for 'general experience' to past simple for specific events. The freer practice provides
some practice for producing the target language. As the conversations develop, they should mainly use past simple, but this reflects the way this form is
used. I have included some of my own photos on the worksheet to make it look more interesting and also to give the students some ideas of the sort of
thing they might write.

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