Name: ren vanMeenen 24 Mar 2014 Present perfect

Description
In this lesson, students extend their practice with the present perfect tense,
continuous and simple, through practice, reading, and speaking about texts
related to the preparations for a party (and one provided in an earlier lesson).
The lesson starts with a discussion picking up on a previous lesson about the
form and use of this tense. This is followed by two controlled practice exercises:
one identifying sentences as continuous or simple, and one where students
create the correct present perfect form with given verbs. This is followed by a
controlled practice exercise where students study a picture and produce
sentences in the present perfect continuous tense in a competitive team format.
Finally, there is a freer speaking practice where students discuss changes in their
hometowns, relating back to the initial reading from an earlier lesson about the
stages of life and changes over time.
Main Aims
To provide review and practice of the TL: uses and function of the present
perfect tense, continuous and simple

Materials
Speaking exercise for Group B
A Story about a Party(From Straightforward: Intermediate Students Book
by Kerr & Jones (MacMillan, 2006))
Checking matching sentences to definition of tense(From Straightforward:
Intermediate Students Book by Kerr & Jones (MacMillan, 2006))
Checking fill-in-the-verb answers (From Straightforward: Intermediate
Students Book by Kerr & Jones (MacMillan, 2006))
Speaking exercise for Group A(From Straightforward: Intermediate
Students Book by Kerr & Jones (MacMillan, 2006))
Warm-up, Lead-in and Vocab(original)
Please see the following page for the lesson procedure

Stage

Procedure

Warmer/
Lead-in

WELCOME and re-introductions (names)

To set
lesson
context
and
engage
students

WARM-UP:
Using full sentences, elicit responses
from each student to at least two of
these four questions on the WB:

Materi
als
Warmup,
Lead-in
and
Vocab

Inter
actio
n
Patt
ern
T-S,
S-WB

How long have you been studying

English? (use FOR)

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Tim
e
5
6

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Name: ren vanMeenen 24 Mar 2014 Present perfect

Stage

Procedure

Materi
als

Inter
actio
n
Patt
ern

Tim
e

Warmup,
Lead-in
and
Vocab

T-S

3
4

Checkin
g
matchin
g
sentenc
es to
definitio
n of
tense

T-S,
PW,
S-WB

8
10

How long have you been studying

English? (use SINCE)
What have you been doing for the last
hour and a half?
How are you feeling right now?
(First, model a sentence)
Elicit brief discussion of differences in
tense and meaning

LEAD-IN:
Elicit recall of story of Maria from earlier
today and pose questions about her past
and current life.

Exposur
e
To provide
context
for the
target
language
through a
text or
situation

Focus
on TLmeanin
g
To clarify
concept
and
prepare
students
for more
meaningf
ul practice

Present vocab for this exercise:

"emphasis" and "duration"--first writing
on WB and eliciting definitions from
students and providing those that are
necessary. Review present perfect
continuous and present perfect simple
tenses using headers on colored paper
strips pasted onto the WB. These
headers (extracted from the
checking/answer key) define and outline
different uses of present perfect
continuous and present perfect simple
tenses.
Students in groups of 2-3 decide which
sample sentences in present perfect
tense (on colored paper strips) fit under
which headers (posted on WB) and post
them on WB. We then check answers
and correct.

Controll This builds on practice with sentences.

A Story
T-S,
6
Present vocab for this exercise:
ed
about a
PW,
8
Practice "anniversary," "enormous," "invitation,"
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Comments

Name: ren vanMeenen 24 Mar 2014 Present perfect

Stage

Procedure

To
concept
check
further
and
prepare
students
for more
meaningf
ul practice

"suspect" (v), "outfit," and "persuade"-first writing on WB and eliciting

definitions from students and providing
those that are necessary. Read
paragraph and discuss who might have
written it and what they are planning. In
groups of 2-3, students fill in the correct
form of the verbs. We then check
answers. (Any early finishers can share
their answers on WB)
This builds on students identifying
sentences and changing verbs to
present perfect tense in each of the two
previous exercises and gives more
agency in producing their own examples
of this tense. Present vocab for this
exercise: "competition" and "compete"-first writing on WB and eliciting
definitions from students and providing
those that are necessary. Students study
a picture of people getting ready for a
party. Students write full sentences
describing what the people are doing,
using the present perfect continuous
tense (model given first). This is a
competition: student teams of 2-3 are
competing with each other to write the
greatest number of sentences in a fixed
amount of time (4 minutes). They should
write on paper first so as not to
influence other teams and then rush to
WB to complete. The lists can then be
compared. NB: If time is short, skip the
WB step and finish with the lists as they
exist on paper.
Post list of "useful language" on board.
Students in Group A and B (divided as
necessary by number of students)
respond to questions relating back to
reading from previous lesson that was
touched on at the beginning of this
lesson. They can address all 6 questions
or focus on one that elicits the most
discussion. End with a student from
each sharing one interesting thing
shared by someone else in their group.

SemiControll
ed
Practice
To provide
students
with semicontrolled
practice of
the target
language

Freer
Practice
To provide
students
with freer
practice of
the target
concept

Materi
als

Inter
actio
n
Patt
ern

Party,
Checkin
g fill-intheverb
answer
s

S-WB

Warmup,
Lead-in
and
Vocab

Speakin
g
exercis
e for
Group
A,
Speakin
g
exercis
e for
Group B

Tim
e

5
8

T-S,
PW

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5
6

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