Grammar Lesson – Present Perfect

In today’s lesson, I will work with ‘Present Perfect’, which is one of the grammar points students most have problems with. It will involve your personal and your students’ experiences. I chose to work with B2-C1 levels since I will also work with present perfect continuous and passive with present perfect.

If you want to read more about feedback: http://www.richmondshare.com.br/how-to-provide-students-with-feedback/ 

  • Level: B2-C1 (EF)
  • Age of the group: Adults and Young Adults (15 on).

[Slide 1] Present the topic of the lesson + background picture (below)  

The topic of the lesson: Talking about your experiences using Present Perfect.

pf

  1. Introduction of the topic + setting the scene 

Interaction: S-S (pairs)

Timing: 5′

Monitoring: Teacher walks around the room, listening to students, making notes on important language items (language to improve and good items of language) 

Feedback:

a)  Write the recurrent mistake (specific to only one student) on a slip of paper or on a post-it and while they are talking, you hand in the post-it to that specific student.

b) Board the important language the teacher took notes on the monitoring stage, share it with the whole group. Ask them to make sentences or ask questions using the new language.

  • Ask students to see the picture, read the sentence and say whether they agree with it in pairs. Board the chunks: 
  • I strongly/ totally/ partially agree
  • I don’t agree/ I disagree
  • On (the) one hand… on the other hand…

[Slide 2] Background picture (above)  

2Setting the scene 2

Interaction: S-S (pairs)

Timing: 10′

Monitoring: Teacher walks around the room, listening to students, making notes on important language items (language to improve and good items of language) 

Feedback:

a)  Write the recurrent mistake (specific to only one student) on a slip of paper or on a post-it and while they are talking, you hand in the post-it to that specific student.

b) Board the important language the teacher took notes on the monitoring stage, share it with the whole group. Ask them to make sentences or ask questions using the new language.

  • Are you fond of travelling or would you rather stay in?
  • Where have you travelled to?
  • Which destination is your favourite? (If you haven’t, talk about places you’d like to visit in the future).
  • What do you do for a living? What is your bread and butter? (Talk about the professional experiences you have got and the different hats you have to wear in your work.)

Talk about the bold expressions or words and the use of the present perfect.

[Slide 3] Background picture (above)  

3. Noticing language from an article

Interaction: S-S (pairs) / trios – you may change pairs for each activity

Timing: 30′

Monitoring: Teacher walks around the room, listening to students, making notes on important language items (language to improve and good items of language) 

Feedback:

a)  Write the recurrent mistake (specific to only one student) on a slip of paper or on a post-it and while they are talking, you hand in the post-it to that specific student.

b) Board the important language the teacher took notes on the monitoring stage, share it with the whole group. Ask them to make sentences or ask questions using the new language.

Show ss the following picture taken from: Kerr, P. & Jones, C. (2012) Straightforward Intermediate. Macmillan. Unit 2 – Present Perfect.

With the title: This man has changed his life recently… 

pf 1.png

Ask students: 

  • What do you think his profession was?
  • Where is he from, in your opinion?
  • What do you think happened (for him to have changed his life). 

On another slide you can have the following text about the man in the picture.

pf-3pf-2

Students discuss the following questions in pairs and after share with the WG: 

  1. Which verb form is used when there is an exact time reference?
  2. Which is used when the action is finished in the past?
  3. Which is used when the exact time is not stated? Why?

On another slide, but still in the same slot have a chart for students to decide where the time references go and why. 

pf-4

[Slide 4] Background picture (above)  

4. Systematising the grammar point (language).

Interaction: S-S (pairs) / trios – you may change pairs for each activity

Timing: 15′

Monitoring: Teacher walks around the room, listening to students, making notes on important language items (language to improve and good items of language) 

Feedback:

a)  Write the recurrent mistake (specific to only one student) on a slip of paper or on a post-it and while they are talking, you hand in the post-it to that specific student.

b) Board the important language the teacher took notes on the monitoring stage, share it with the whole group. Ask them to make sentences or ask questions using the new language.

Here Teachers will elicit from students:

  • When do you use the present continuous grammar point? (expected answer: to talk about experiences or when the action is more important than when it happened).
  • How do you use it? (here you show the base form – affirmative / negative and questions – 3rd person singular and plural)
  • I like to include timelines to m ake sure they understand when to use the present perfect.
  • Do not forget to ask CCQs.

[Slide 5] Background picture (above)  

5. Practice 1:

Interaction: S-S (pairs) / trios.

Timing: 10′

Monitoring: Teacher walks around the room, listening to students, making notes on important language items (language to improve and good items of language) 

Feedback:

a)  Write the recurrent mistake (specific to only one student) on a slip of paper or on a post-it and while they are talking, you hand in the post-it to that specific student.

b) Board the important language the teacher took notes on the monitoring stage, share it with the whole group. Ask them to make sentences or ask questions using the new language.

Show students the following pictures:

Ask them:

  • What do you know about them? What have they done? seen? etc (Remember to use the target language).

Students should come up with sentences like:

  1. Eike Batista: He has stolen money / He has been arrested (Passive) / He has had his hair shaved, etc
  2. Madonna: She has recorded a lot of albums / She has had her hair dyed (Passive) / She has sung in a lot of events / She has been empowering women (P. Cont.), etc
  3. Trump: He has been elected (Passive) / He has been signing a lot of contracts, etc  

 

[Slide 6] Background picture (above)  

6. Practice 2: (personalising the task)

Interaction: S-S (pairs) / trios.

Timing: 8′

Monitoring: Teacher walks around the room, listening to students, making notes on important language items (language to improve and good items of language) 

Feedback:

a)  Write the recurrent mistake (specific to only one student) on a slip of paper or on a post-it and while they are talking, you hand in the post-it to that specific student.

b) Board the important language the teacher took notes on the monitoring stage, share it with the whole group. Ask them to make sentences or ask questions using the new language.

Well, now you have talked about famous people, you will know more about me: (remember to use the target language).

Expected sentences: You have been to Sydney / You have been doing dance lessons / You have seen Madame Tussauds exhibitions / You have had your hair dyed and cut /  You have travelled a lot, etc.

[Slide 7] Background picture (above)  

7. Practice 3: (personalising the task)

Interaction: S-S (pairs) / trios.

Timing: 10′

Monitoring: Teacher walks around the room, listening to students, making notes on important language items (language to improve and good items of language) 

Feedback:

a)  Write the recurrent mistake (specific to only one student) on a slip of paper or on a post-it and while they are talking, you hand in the post-it to that specific student.

b) Board the important language the teacher took notes on the monitoring stage, share it with the whole group. Ask them to make sentences or ask questions using the new language.

Now you are going to talk about yourselves:

  1. What have you been doing?
  2. What are some personal or professional experiences you can share?
  3. Have you travelled abroad? If so, please share your experience.  

(remember to use the target language)

[Slide 8] Background picture (above)  

8. Wrapping-up and revisiting everything students have acquired today.

Revisit the topic of the lesson:

The topic of the lesson: Talking about your experiences using Present Perfect.

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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