Name:
----------Level:
Elementary
Date:
-----------Length of the lesson:
45 min
TP No. 0
Lesson type:
Grammar lesson (the present perfect on the topic of
life experiences)
Main Aims: at the end of the lesson, the students will...
By the end of the lesson learners will be better able to ask and answer about their life experiences using the present perfect have you
ever . ? (Wh- and yes/no question forms; short answers; positive and negative statements) and will have had the opportunity to use the
present perfect in a restricted and freer practice to further practise their speaking for fluency.
Action points from previous lessons and tutorials
To do more student-centred tasks
Clear instructions
Check students understanding
Assumed knowledge:
Ss might be able to use simple past.
Ss might know how to form the present perfect.
Ss might know 3 parts of the irregular verbs.
Anticipated problems:
1. Learners might not understand the concept of
the present perfect.
2. Learners might not understand the time of the
present perfect.
3. The participle travelled will be used at the context setting and then will be replaced by
been at the presentation stage. In addition examples of the two participles gone and
been will be given and arrows will be used to show the movement.
4. Learners will be given a restricted practice and will be error corrected on spot.
5. Weak forms and strong form will be drilled chorally and individually in phrases and
sentences.
6. The normal whiteboard will be used.
Written restricted practice (task a.): English File 1, Clive Oxenden and Paul Seligson, p.116, Oxford University Press.
Language item
Context
Definition/ Form
Meaning / Use
Timeline/ Cline
past
Asking Ss
about
different
places that
they have
travelled to
have/ has
p.p
Have you ever been to Italy?
(Yes)
Is it about a specific time? (No)
Is it about an experience in your
life? (Yes)
now
future
Page No. 3
Stage names &
aims
Lesson procedure
Lead-in/ context
setting:
To build the context,
generate Ss interest
T shows an image of the UKs map and elicits the name of the
country and some cities from Ss. T asks Ss: Have you ever been
to different cities in the UK?
T asks Ss to work in pairs and ask each other: Which cities have
travelled to? Which one did you like? Why?
T gives her own example and uses the present perfect to
introduce learners with the target language.
T checks Ss understanding of instructions by ICQs:
Are you going to talk about cities in the UK? (yes)
Are you going to talk about the cities you have travelled to?
(yes)
T asks for a few feedbacks.
8 min
S-S
Presentation:
To focus on
meaning, form &
pronunciation
10 min
T-Ss
CCQs:
Are we talking about the past? (Yes)
Is it about a specific time? (No)
Is it about an experience in your life? (Yes)
Timing /
Interaction
Oral restricted
practice:
To focus on accuracy
(form and
pronunciation)
Written restricted
practice: To focus
on accuracy and
repeat the
presented structure
Restricted practice:
To practice and use
participles and focus
on form
5 min
T uses pictures of different countries. T shows the firs
S-S
picture to one of the Ss and asks: Have you ever been to
Spain? . T gives the picture to the S and he answers Yes, I
have./ No, I havent. The picture goes around the class and
they do this with a few pictures.
T error corrects Ss and drills sentences or words if
necessary.
6 min
S
S-S
5 min
T gives instructions for task b. (gapfill) T completes the
S-S
first question with Ss as an example.
T checks Ss understanding of instructions with ICQs:
Are you going to complete these questions sentences? (yes)
Freer practice: To
use the target
language in a
personalised
authentic tasks
6 min
S-S
(yes)
Mingle activity: T asks Ss to find some one who has 4
similar life experiences to them. Ss have to ask when and
where if the answer is yes. T asks ICQs to avoid any
misunderstanding. ICQs:
Are you going to speak?(yes)
Are you going to ask questions from each other?(yes)
How many similar things you should have? (4)
What are you going to ask if the answer is yes? (when &
where)
Ss walk around the class and start asking questions from
each other.
T circulates in the class to make notes of Ss errors for
delay error correction.
T asks for a few open class feedbacks at the end.
Delayed error
correction: To give
Ss a chance to
correct themselves in
a student-centred
way
5 min
S
S-S
English File 1, Clive Oxenden and Paul Seligson, Oxford University Press.