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LESSON PLAN SCHOOL: Grigore Hagiu Secondary School, Târgu Bujor. SUBJECT: English Language LEVEL OF STUDENTS: Pre-Intermediate CLASS: 6 th TOPIC OF LESSON: Present Perfect Simple. Tim. DATE: 2.10.2015 NUMBER OF STUDENTS: 17 TIME: 50 min. TYPE OF LESSON: Communication of new knowledge. TEACHER: Boboc Irina TIMETABLE FIT The students haven’t previously discussed about Present Perfect Tense. AIMS : A1→ To introduce and give further practice in Present Perfect Simple; A2→ To develop Ss’ speaking/ writing skills by involving them in various types of activities either individual or group-work ones; A3→ To enalarge on Ss’ vocabulary by activating words and expressions already known and learning new ones; A4→To develop Ss’ reading skills by assessing text comprehesion through various exercises; A5→To develop Ss’ listening skills by solving a listenig task;

ASSUMPTIONS : The students haven’t previously discussed about Present Perfect but they have studied Simple Present Tense and Simple Past Tense and they know to differentiate between a finished past action without no consequence into the present moment and an action which either is reffered to as an action developing into the moment of speaking (Present Continuous) or an action which is a part of a daily routine. Also, most of the students know the past participle form of the most important irregular verbs. ANTICIPATED PROBLEMS : Some of the students might find difficult to differentiate between a completed past action with no result into the present moment and an action with visible result into the present. Also, some of them might find difficult to use the past participle form of irregular verbs.

AIDS : -Textbook ; -Postcards ; -Handouts ; -Audio-video material ;

STRATEGIES : Class survey, discussion, explanation, production of simple sentences based upon pictures, dual choice exercise, text comprehension questions, information transfer, fill in the gaps, listening an audio-video material, completing a listening task, rewriting sentences, guided dialogue, writing a postcard, Venn diagram.

TYPE OF INTERACTION : Whole class, individual, frontal, pair-work, group-work, teacher-students (T-S), student-student (S-S), student-teacher (S-T).

SKILLS: Listening, writing, speaking, reading.

NR. CRT

PROCEDURE TIMING

CLASS ACTIVITY

AIMS

1.

2.

PERSONALISATION: 5’

The teachear asks the students about their homework and then makes a short revision upon the contents discussed during the previous lesson.

A2

Then, the students are divided into four groups. Each of the student receives a copy of an interview. As a warm-up, the teacher goes over any unfamiliar vocabulary in the chart and explains to students that they will ask each other questions about adventures and discoveries in their lives. They will walk around the group and ask their classmates questions based on the information in the chart. When they find someone who gives an affirmative response, they should write that student’s name in the chart. (Later, they will write sentences about these students). *The teacher may conduct a quick class survey by asking a few students to read the sentences in their charts. Then encourages students to ask each other questions to find out more information about each item. For example: What new skill have you taught? / Why have you never liked adventure? / Which country have you visited alone? The students receive a second handout illustrating different pictures with their appropriate explanation sentences. The teacher tries to elicit from the students both the form of present perfect and the situations in which we use it.

GUIDE TO MEANING: 4’ A1

CLASS ORGANIZATION TYPE OF INTERACTION

MATERIALS SKILL PRACTICE

Whole class Frontal

Speaking

Whole class Frontal Group-work Individual T-S S-S S-T

Speaking Appendix 1

Whole class Frontal T-S S-T

Speaking Appendix 2

3.

HIGHLIGHT THE FORM: 10’ A1

4.

INITIAL PRACTICE: 10’ A1 A3 A4

5.

SECONDARY PRACTICE: 10’ A1

A5

The first step in giving the appropriate grammar explanations concerning Present Perfect is that of revising the uses and form of Past Simple Tense in order to see the differences between them. Also, the teacher tells the students to remember that are two different types of English verbs: regular and irregular. The teacher gives examples in past simple: Yesterday, I had a busy day. I received lots of emails. Then, leads in the sentence to present perfect: I have received only a few today. and shows students how the present perfect is formed: have/has plus the past participle. Also, tells them that the past participle of regular verbs ends in–ed, just as in simple past and for irregular ones they have to look at the third column from the verb list. Then, the teacher provides the students with further explanations about Present Perfect. The teacher asks the students to turn out the previous handout received in order to solve the exercise taking into consideration the grammar explanations received. The teacher gives the students the second handout illustrating a text and additional grammar exercises with Present Perfect. First, they are asked to read individually the text and answer the questions from exercise no 1. Then, they are asked to solve the exercise no 2 from handout. The students have to read the sentences and write the proper explanation according to them. The students are asked to solve the exercise no 4 from handout. They have to fill in the gaps with the present perfect form of the given verbs. Then, the teacher announces the students they are going to hear a short audio-video material. First, they receive a listening task in order to complete according to the material.

Whole class Frontal Individual T-S

Appendix 3 Writing

Individual Frontal T-S S-T

Appendix 2 Writing

Individual Frontal T-S S-T

Appendix 3 Reading

Individual Frontal T-S S-T Whole class

Appendix 3 Writing

Writing

Listening Appendix 4

A2

6.

GUIDED CREATIVITY: 10’ A2 A3

7.

HOME ASSIGNMENT 1’

After finishing it, the teacher proposes a new pair-work communicative activity about experiences. First, the teacher writes on the board a few ideas and gives the students an example. The teacher announces the students that the following activity is a group-work one. They have to imagine they are in Disneyland and complete the postcard telling their English pen friend about their experiences. They have to use the phrases given by the teacher. Every group receives a flipchart paper.

Frontal T-S S-S S-T Frontal Group-work T-S S-S S-T

Speaking Appendix 5

The students will have to use the questions from the communicative activity in order to interview a member of their family and write the dialogue in their notebooks. Also, they will have to solve the exercise no 3, 6, 7 and 8 from the handout received during the lesson.

Individual

Writing Appendix 3

Writing Speaking Appendix 6

Appendix 1

Student Interview Discoveries and Adventures 1 Talk to your classmates about adventures and discoveries in their lives. Write their names in the chart. 2 Write sentences about your classmates’ answers. Example: Student A: Lucy, have you ever been to Australia? Student B: No, I haven’t. I have never been to Australia.

Find a student who…

Name

1. Has never been to Australia 2. Has always been interested in extreme sports 3. Has recently returned from a trip 4. Has eaten unusual

something

very

5. Has visited another country alone 6. Has never dangerous

done

anything

7. Has decided to try something adventurous this year 8. Has never liked adventure 9. Has seen a famous person

10. Has played instrument

a

musical

11. Has ever studied another language that English and French

Lucy

Sentence

Lucy has never been to Australia.

Appendix 2 Look at the pictures and read the sentences below them:

His shoes are dirty.

He is cleaning his shoes.

He has cleaned his shoes. (His shoes are clean now.)

They are at home.

They are going out.

They have gone out. (They are not home now.)

Appendix 3 Present Perfect: have + past participle (affirmative) haven’t + past participle (negative) have + subject + past participle (interrogative) Present Perfect is used:    

For actions which happened at an unstated time in the past. He has sold his car. To express actions which have finished in the past but have visible results into the present. I have lost my keys. (so I can't get into my house). To talk about experiences. I have been to Tokyo. (we don't say when the experience happened, just sometime in the past). For actions which started in the past and continue up to the present. She has lived in this house for two years. (She still lives in this house) BUT: She lived in Australia for one year. (She doesn’t live in Australia now).

Time adverbs and expressions used with the present perfect:

Just, ever, never, always, already, yet, just, for, since, so far, how long, lately, recently, once, several times, this week/month/year etc. The teacher tells the students that the most important time adverbs used with Present Perfect are for and since. Venn Diagram.

Present Perfect Simple

Past Simple

Appendix 2. Look at the pictures. What has happened? Choose from: go to bed clean his shoes stop raining close the door fall down have a bath BEFORE

NOW

Appendix 4 Listening task

I) Listen to the audio-video material in order to get the main idea of the conversation and pay attention at present perfect constructions used in it. II) Listen again. Mark the sentences with TRUE or FALSE: TRUE a) The wife is extremely happy at the beginning of the conversation. □ b) The wife has broken her husband’s car. □ c) The husband tells to his wife that she always has been a terrible driver. □ d) The wife says that the car accident was the only problem of the day. □

FALSE □ □ □ □

Appendix 5         

Ride a camel Fly in a helicopter Sleep in a tent Go scuba diving Win a competition See a famous person Be on TV Try sushi Cook pasta. Example: A: Have you ever ridden a camel? B: No, I haven’t. Have you? A: Yes, I have. B: Really? When was that? A: Last summer etc. Appendix 6

Dear…………………, I’m great! I’m having lots of fun with my family here in Disneyland. We’ve been here since Monday and so far we’ve done a lot of things. We….. ………………………………………………………………………………… Yesterday, I………………………………………………………….. It was very exciting! There are still a couple of things we haven’t done yet. We…………. ………………………………………………………………………………..and ………………………………………………………………………………….. But it’s only Thursday and there is still plenty of time. Well, that’s all for now. ………………………………

____________ ___________

_________ Phrases:     

Ride on roller coaster Go on a big wheel Buy souvenirs Visit haunted house Meet Mickey Mouse\ shake his hand