Name: Mindy Reimer Level: Upper Lower Mins: 40 60 Student #S______

Date 10 September 2016 Week 3 Time _____________ TP Present Perfect

Main Aim: to enable learners to identifiy and use the present perfect tense when talking about past actions
that relate to a present time or to past actions that could continue on
Sub Aims: to enable learners to work on speaking fluency through discussions on what each other has done
Personal Aims: to provide clear instruction, to appropriately grade my language used, and to minimize lesson
lead-ins/preteaching phases.
Checklist: Have you
related your main aim to a skill (R, L, S, or W) or to language (structure, function, vocabulary)?
stated your aims as outcomes for your students?
listed the aims and sub-aims according to importance?
Syllabus Teaching Criteria: eg 2a, 1c
Good
Work on

Grading:
Overall Comment:

below standard

Tutors signature

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standard

Date

Target Language Analysis (meaning / form / pronunciation)

Preteach Vocabulary:
eldest (adj) the first born
Meaning:
Present perfect tense
- used when the task began in the past and continues on in the present or has an impact on the
present (unfinished past)
- used when there is no specific time in the past (indefinite past)
Meaning concept questions:
o When did John Lennon make his albums? (past)
o When did Julian Lennon make his albums? (past)
o Do we know exactly when Julians albums were made? (no)
o Can John Lennon make more albums? (no)
o Can Julian Lennon make more albums? (yes)
o Will Julian Lennon make more albums? (perhaps, we dont know from the sentence.)
Form:
Julian has made five albums. MARKER SENTENCE
subject + has / have + past participle verb + object. (positive)
subject + has / have + not + past participle verb + object. (negative) mark negative contractions
has / have + subject + past particple verb + object? (question)
Pronunciation:
Julians made five albums.
Hes / shes / its / Ive / youve
Julian hasnt made five albums.
He hasnt / she hasnt / you havent / I havent
Has Julian made five albums?

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Class Profile and Assumptions

The students are of mixed abilities and as a result, some may not have heard this tense.
The students are familiar with simple past in their own language and have learned the grammar in English.
Anticipated Problems and Solutions
Skills or Language ( eg Meaning, Form, Use, Pron etc)
1) Some languages use this form to speak about the past rather than the past that continues on.
a) I will work thorugh the concept checking questions working to elicit the answers and meaning.
2) This tense can be confused with past simple as both refer to past actions.
a) I will contrast the past simple form with John Lennon to the marker sentence, working to elicit the
difference being that John Lennons is done and completed in the past where Julian Lennons record
making started in the past but can continue in the present/future.
Materials Write what materials you are using and where (what book, internet site, etc) the information
comes from. You must reference all handouts, and attach a copy of each with your plan. (Example
reference: Go for it! David Nunan, Peoples Education Press, 2002, p. 46.)
White board
Board markers
Thumbdrive with PP
Worksheets adapted from New Headway Pre-Intermediate Third Edition, Soars J&L, Oxford University Press,
2007, p. 54-55 and accompanying CD #2, Track 29
Hey Jude song by The Beatles from private collection

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Stage & Aim

Lesson Warmer:
Context setting
(aim: to create
interest in topic)

Procedural steps

The Beatles
o T to play Beatles song (Hey Jude) and instruct S to
Talk at your tables
(1) what music band is singing
(2) about whom this song was written?
o

Lead-in to
Text/Activities
intensive task
(aim: generate
interest in the
topic and to
provide exposure
to target
language)

To isolate target
language
(aim: to
introduce
present perfect
tense)

S to discuss in tables

o FB
T for Powerpoint.
o Who are these two people?
o How are they connected?

S to discuss (T to monitor)

S to pair check

Preteach vocabulary
o eldest (adj) the first born

Listen to passage 7.2 (T to monitor) (30 sec)

S to pair check (T to monitor)

T to elicit from students the marker sentence through FB:
o Were we right about John Lennon and Julian Lennon?
o How are they related? (father/son)
o What did John Lennon do? (music artist The Beatles founder)
o Did John Lennon make one album? (No, he made lots)
o How about Julian? (MARKER SENTENCE)

Marker sentences on board

o John Lennon made lots of albums. (Contrasting marker sentence)
o Julian Lennon has made five albums. (Marker sentence)

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T-S, 2s

Time
2 min

T-S

S-S
S-T
T-S

4 min

S
S-S
S-T
S
S-S
T
S-T
S-T
S-T
S-T
S-T
S-T
S-T

3 min

Tutors
Comments

Target language
clarification meaning

Target language
clarification
form

T to instruct class
o Look at the two sentences.
o Are these two sentences the same? (elicit no answer)
o Why are these different? Talk at your tables.

S-T

S to discuss at tables

S-S

Group feedback

T to ask (concept checking questions):

o When did John Lennon make his albums? (past)
o When did Julian Lennon make his albums? (past)
o Do we know exactly when the albums were made? (no)
o Can John Lennon make more albums? (no)
o Can Julian Lennon make more albums? (yes)
o Will Julian Lennon make more albums? (perhaps, we dont know
from the sentence.)

T to draw timeline with questions

T to elicit form from marker sentence
o What comes first? (subject)
o What comes next? (helping / auxillary verb have)
o Then? (action verb in past participle)
o Finally? (object)

5 min

S-T
T-S
S-T

T
T-S

4 min

T-S

5 min

subject + has / have + past participle verb + object. (positive)

subject + has / have + not + past participle verb + object. (negative) mark
negative contractions
has / have + subject + past particple verb + object? (question)
Target language
clarification
pronunciation

T to mark on board
o Conjunctions
o Drill conjunctions
Use pronouns for drilling
Hes, shes, its, Im, youve
Julians made five albums.

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Hes / shes / its / Ive / youve

Julian hasnt made five albums.
He hasnt / she hasnt / you havent / I havent
Restricted
grammar
practice
(aim: to provide
restricted
practice using
present perfect
tense)

Restricted
grammar
practice 2
(aim: to provide
additional
restricted
practice using
present perfect
tense) as time
allows

Has Julian made five albums?

T to front and hand out worksheet p 55, exercise 3
o Read the paragraphs in exercise 3
o Complete the sentences with the correct verb tense from the
brackets
o Work alone

T to ask ICQ
o Are you working alone? (yes)
o Are you picking your own verbs to use? (no, use verbs from the
brackets)

S to complete exercise 3

S to pair check / T to monitor

FB
T to hand out and front the worksheet
o There are 8 unfinished questions
o Finish each question
o Work alone

10 min

T-S

S
S
S-T

S to complete questions (T to monitor)

S to pair check / T to monitor

G feedback

If time available, T to instruct:

o S to pair off and ask questions and find answers within exercise 3

S to pair check / T to monitor

G feedback

T
S-S
S
S-S
S-T
T-S
S
S-S

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T-S

5 min

To develop
speaking for
fluency
(aim: to enable
learners to
practice
speaking
fluency)

T Instructions
o You will each get a worksheet
o Each worksheet has 5 different activities
o Find a classmate who has done one of the activities by making the
activity a question.
o Write down the name of the classmate who has done the activity
o Find someone new for each activity

S to stand up and play

T to mingle and aid as necessary

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SS
T

10 min

Board Plan
Julian has made five albums.

Julian has made five albums.

subject + has / have + past participle verb + object. (positive)

subject + has / have + past participle verb + object. (positive)

subject + has / have + not + past participle verb + object. (negative)

mark negative contractions

subject + has / have + not + past participle verb + object. (negative)

mark negative contractions

has / have + subject + past particple verb + object? (question)

Has / have + subject + past particple verb + object? (question)

Julian has made five albums

now

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