Sie sind auf Seite 1von 7

CAMBRIDGE ESOL CELTA

Name:

 

Date:

TP No. 0

For this stage of the course the lesson was:

-----------

------------

To standard

Not to standard

Level:

 

Length of the lesson:

Lesson type:

Tutor:

Elementary

45 min

Grammar lesson (the present perfect on the topic of life experiences)

Date:

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

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

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

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:

 

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

 

1. Learners might not understand the concept of

1. The present perfect will be introduced to talk about life experiences and will be contrasted

 

the present perfect.

 

with the simple past with time markers.

2. Learners might not understand the time of the

2. Time line will be used at the presentation stage and time markers in the simple past will be

 

present perfect.

 

focused and CCQs will be used to check their understanding.

3.

Learners might be confused by the participle been’.

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 might omit the auxiliary verb ‘have’ or has’.

4. Learners will be given a restricted practice and will be error corrected on spot.

5.

Learners might miss-pronounce the weak and strong form of the auxiliary verb ‘have’.

5. Weak forms and strong form will be drilled chorally and individually in phrases and sentences.

6.

The interactive whiteboard or the computer might not work.

6. The normal whiteboard will be used.

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.both here AND on the handouts you give to students). Written restricted practice (task b &

Written restricted practice (task b & c.): Teacher’s own material. terial.

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

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

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

The present perfect

Asking Ss

p.p Have you ever been to Italy?

have/ has

Are we talking about the past?

past

now

future

strong form

/hæv/

about

(Yes)

strong form /hæv/ about (Yes)

weak form /həv/ or /əv/

different

 

places that

Is it about a specific time? (No)

 

or /v/

they have

Is it about an experience in your

travelled to

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 haven’t. I have never been to Italy.

   
   

have/ has +not/ never+ p.p No, I haven’t. I have never been to Italy.

   

Name: Yasmin Amiri

Page No. 3

Tutor’s comments

Stage names & aims

 

Lesson procedure

Timing /

 

Interaction

 

Lead-in/ context setting:

T shows an image of the UK’s map and elicits the name of the country and some cities from Ss. T asks Ss: Have you ever been

8 min

S-S

To build the context, generate Ss’ interest

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.

 

Presentation:

T

uses pictures of different countries and elicits the name

10 min

To focus on meaning, form & pronunciation

of countries. T asks a few Ss: ‘Have you ever been to Turkey?’ T uses Ss answers to present the target language.

T-Ss

T

clarifies meaning, form (+, - , ?) and pronunciation. T

 

checks Ss’ understanding with CCQs. T drills the weak

forms chorally and individually.

 

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)

Oral restricted practice:

T

uses pictures of different countries. T shows the firs

5

min

picture to one of the Ss and asks: ‘Have you ever been to

S-S

To focus on accuracy (form and pronunciation)

Spain?’ . T gives the picture to the S and he answers ‘Yes, I have./ No, I haven’t. 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

 

Written restricted practice: To focus on accuracy and repeat the presented structure

as an example.

6

min

T

checks Ss’ understanding of instructions with ICQs:

S

Are you going to write sentences? (yes)

Are you going to use these words? (yes) Ss do it individually.

S-S

 

T

monitors Ss in order to help them if necessary.

Pair-check before open class feedback.

 

T

gives instructions for task b. (gapfill) T completes the

5

min

Restricted practice:

first question with Ss as an example.

S-S

To practice and use

T

checks Ss’ understanding of instructions with ICQs:

Are you going to complete these questions sentences? (yes)

participles and focus on form

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

T

writes the answers on the IWB.

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

T

asks Ss to look at the questions in ex.b and answer them

6

min

and think about them. T gives her own example to clarify

S-S

the task.

T

checks Ss’ understanding of instructions with ICQs:

 

Are you going to answer these questions about yourself?

   

(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.

 

T

writes some errors and some good examples of Ss’

 

Delayed error correction: To give Ss a chance to correct themselves in a student-centred way

speaking on IWB and asks Ss to correct them individually.

5 min

Ss look at the sentences and discuss them in pairs.

S

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.

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.