Present perfect simple or continuous by Sandra Bradwell

Timeline

Lesson Procedure

Stage, time & interaction
Activity
Aim
Materials
1
5 mins
pairs
1. Students take turns to define/ guess vocabulary items/expressions
To practise defining vocabulary module 5
To review vocabulary from previous lessons
vocab cues
2
7 mins
t-ss
pairs
ss-t
t-ss
1. Pair students
2. Refer to flashcard on board and prompts. Students in pairs predict information - who, what/do, what/doing, marital status
3. Students in pairs brainstorm ideas (2/3 mins)
4. Students make suggestions
5. Hand out worksheet, ss read introduction a self-employed businesswoman ...started her own recruitment consultancy
To vary pairs
To focus students on task
To provide face for voice on tape later to help focus spatial learners
To activate schemata and develop prediction skills before listening
To provide opportunity for speaking and sharing ideas
To involve students
To share ideas
To provide information about f/c
To introduce some important vocabularybefore listening
colour f/ctimer
music
notebook
worksheet
3
8 mins
ind
ind
pairs
ind
ss-t
1. Students read through task
2. 1 Listen and make notes
3. Compare with partner
4. 2 Listen again (if necessary)
5. Feedback OHP
To introduce task
To develop intensive listening skill, listening for specific details
To share knowledge, reduce anxiety
To help students complete task
To save time
To provide written model of notes
worksheet transparency
ohp (t copy)
OHP
Int Exp
UI 1.2
4
10 mins
ind
ss-t
ind
ind
pairs
ss-t
1. Students read through task and predict what type of language fills the gaps
2. 3 Listen
3. 4 Listen beginning and complete gaps (stop cassette)
4. Compare partner
5. Feedback OHP
To introduce task
To activate grammatical knowledge of sentence structure
To give opportunity to listen and read
To notice pauses, unstressed, stressed words
To listen for and write verb forms
To share knowledge, reduce anxiety
To save time
To provide opportunity to check spellings, highlight contracted have/has
as above
5
15 mins
pairs
ss-t
pairs
ss-t
1. Discuss which 2 verb forms and difference?
2. Feedback
3. Complete grammar analysis, look for examples in interview NB D!! Think about timelines
4. Feedback OHP/board
To encourage students to think about verb forms and use: present perfect simple/ present perfect continuous
To share knowledge
To reinforce the differences of the two forms
To encourage students to be analytical and reflect on aspects to produce timelines
To provide clear record
worksheet transparency
ohp (t copy)
OHP
music
notebook
6
10 mins
pairs
ind
ss-t
whole group
1. Students in pairs predict which words stressed and discuss what happens to auxiliary have/has
2. 9 5 Listen beginning
3. Feedback on OHP/board
4. Drill sentences - back chain, slow to fast, all group, pairs, individuals
To encourage students to think about and apply knowledge of stressed/unstressed items
To compare listening with predictions
To mark word stress, weak forms and provide record
To emphasise rhythm
To provide opportunity for very controlled practice
To build confidence
To vary pace
worksheet
transparency
ohp (t copy)
OHP
Int Exp
UI 1.2
7
5 mins
ind
whole group
ss-t
1. Put phonemic cues for beginning of Beatles song on OHP. Ss try to guess song
2. Listen
3. Feedback
To involve students
To provide memorable context for grammar/ pronunciation
Beatles song
OHP
phonemic cues
8
10 mins
pairs
1. Change pairs (match 2 halves of sentence)
2. In pairs, students walk around room, looking at pictures and decide which sentence a or b best describes each situation
To vary pairing of students
To provide drill of structures
To consolidate work done in class and provide link with student book
To provide visual context for spatial learners
To give students opportunity to speak, move around
pair cues
colour f/c
cues SB p58
sentence cues SB p58
music
notebook
9
10 mins
2 groups
1. Prepare interview role AAA/BBBNB think about tenses PAST SIMPLE
To help each other prepare role
To provide useful context for practice of structures orally
To check if students can distinguish use of structures
role card
music
notebook
10
10 mins
pairs
pair/gp
1. In pairs A/B students practise interview role play
2. Pair demonstrate for group, other students listen for verb forms (pps/ppc)
To give speaking practice
To give reason for practising role play
To encourage students to listen for forms
To have record on tape for analysis
role card
blank tape
11
Collect in/give out homework
Student book page 59 ex. 1, workbook page 33 ex. 6
Write about topics in interview roleplay
Remind students about 2 minute talk about achievement
homework

Aids:
Pairing activity cues - vocabulary collocation
Colour flashcard Andrea Fraser - enlarged and backed on card
Colour flashcards - enlarged and backed on card from Cutting Edge Upper Intermediate Student book page 58
Sentence cues with stress and weak forms highlighted from Cutting Edge Upper Intermediate Student book page 58 - backed on card

Worksheet for listening, grammar analysis and focus on pronunciation
Transparencies of worksheet (Teacher copy)
Transparency - phonemic cues to predict Beatles song
Worksheet of role play: Candidate / Interviewer

Tapes:
Music
Beatles: A Hard Day's Night
International Express Upper Intermediate cassette 1
blank cassette

Timer
OHP
Adapter

To the lesson preliminary information

To the lesson materials

To a print friendly version