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CAMBRIDGE ESOL CELTA

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...

For this stage of the course the lesson was:


To standard Not to standard
Tutor:
Date:

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.

Solutions (For Vocabulary and Grammar Lessons use the L A sheet)


1. The present perfect will be introduced to talk about life experiences and will be contrasted
with the simple past with time markers.
2. Time line will be used at the presentation stage and time markers in the simple past will be
focused and CCQs will be used to check their understanding.

3. Learners might be confused by the participle


been.
4. Learners might omit the auxiliary verb have or
has.
5. Learners might miss-pronounce the weak and
strong form of the auxiliary verb have.
6. The interactive whiteboard or the computer

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.

might not work.


Materials (remember to reference copyrighted materials both here AND on the handouts you give to students).

Written restricted practice (task a.): English File 1, Clive Oxenden and Paul Seligson, p.116, Oxford University Press.

Written restricted practice (task b & c.): Teachers own material.


Grammar handout: Cutting Edge, Student Book, Elementary. Cunningham and Moor. 2005. Pearson Longman.

Language item

Context

Definition/ Form

Meaning / Use

Timeline/ Cline

For vocabulary include


part of speech &
phonemic transcript &
word stress
For grammar name the
item
The present perfect
strong form /hv/

How will the


context be
established?
Pictures,
mime, etc.

Remember to keep this simple &


graded at or below the students
level

How will you check the


meaning? Write your CCQs and
the answers

How will you clarify the meaning? Draw


any timelines, clines as appropriate

Are we talking about the past?

past

weak form /hv/ or /v/


or /v/

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)

Have you ever been to


ITALY?
(I/ you/ we/ they) have+ p.p
Yes, I have. I have been there twice.
(she/ he/ it) has+ p.p
Yes, she has. She has been there
twice.
have/ has +not/ never+ p.p
No, I havent. I have never been to
Italy.
have/ has +not/ never+ p.p
No, I havent. I have never been to
Italy.

now

future

Name: Yasmin Amiri


Tutors comments

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

T uses pictures of different countries and elicits the name


of countries. T asks a few Ss: Have you ever been to
Turkey? T uses Ss answers to present the target language.
T clarifies meaning, form (+, - , ?) and pronunciation. T
checks Ss understanding with CCQs. T drills the weak
forms chorally and individually.

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)

(if needed) T contrasts the present perfect with simple past


using time markers. T checks Ss understanding by CCQs:
Are we talking about the past? (yes)
Do we say the time in the present perfect? (no)
Do we say the time in the simple past? (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.

T gives instructions for task a. T reads the first one with Ss


as an example.
T checks Ss understanding of instructions with ICQs:
Are you going to write sentences? (yes)
Are you going to use these words? (yes)
Ss do it individually.
T monitors Ss in order to help them if necessary.
Pair-check before open class feedback.

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)

Ss do it in pairs. T monitors Ss in order to help them if


necessary.

Freer practice: To
use the target
language in a
personalised
authentic tasks

T writes the answers on the IWB.


T asks Ss to look at the questions in ex.b and answer them
and think about them. T gives her own example to clarify
the task.
T checks Ss understanding of instructions with ICQs:
Are you going to answer these questions about yourself?

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

T writes some errors and some good examples of Ss


speaking on IWB and asks Ss to correct them individually.
Ss look at the sentences and discuss them in pairs.
T asks one of the Ss to come to IWB (depending on time) to
correct the sentences with other Ss helping him. T helps them if
necessary.

5 min
S
S-S

a. Make present perfect sentence.


1. I/ been/ Greece.
I have been to Greece.
2. He/ never been/ Turkey.

3. / you ever been/ Japan? Yes, I /.


.
4. / they ever been/ Egypt? No, they/ .
..
5. We/ been/ France three times.
..

b. Complete the sentences with the participles.


Jump, be, miss, take, write, meet

1. Have you ever met a famous person?


2. Have you ever --------- to a live concert?
3. Have you ever ---------- a plane?
4. Have you ever ----------- a love letter?
5. Have you ever ----------- anything from a hotel?
6. Have you ever ----------- a queue?

English File 1, Clive Oxenden and Paul Seligson, Oxford University Press.