Assignment B - Lesson Plan Form and Paragraph

✔ To introduce students to the present perfect tense for talking about

general experience.
Lesson Type: Grammar Lesson Aims:

✔ Students will understand form and function through presentation in

a clear context generated in the warmer.
A2 (Late elementary/ pre- ✔ Students will practise producing form accurately and the choice
Level of Class: intermediate) Teenagers Lesson Objectives: between past simple and present perfect through controlled practice
(14-16 years old) dialogues and writing activities.
✔ Students will practise producing the form communicatively through
playing a true/false board game.
✔ Tenses: Students are already familiar and fairly confident with
present simple, present continuous and past simple to talk about
completed past events and actions for commonly used verbs.
✔ They have recently been introduced to the past continuous for
interrupted actions.
Nationality/First Moroccan – Arabic and for
Assumed Knowledge: ✔ They have not been taught any function of present perfect yet,
Language: most students also French though students have probably encountered it elsewhere, including in
class when I ask things like 'Have you finished?' 'Have you done your
homework?'
✔ They know basic grammatical terms, such as grammar, subject,
verb, object, -ing form, infinitive.
✔ Some students may already know the term 'past participle'.

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 1- It will be difficult for students to understand why present
perfect is used rather than past simple. The passé composé in
French has the same structure (form) but is not used in exactly
the same ways (functions) as in English.
Solution: Examples, concept questions and controlled practice
activities
2- It is confusing that we say 'I've been to Paris' using the verb be, not
go.
Solution: I will just use lots of examples and quickly explain that ‘been’
means I have returned whereas ‘gone’ means I have not returned yet.
3- When making mini-dialogues (stage 3), some responses will
require past simple and others present perfect, e.g., I've been to
Paris – Oh, when did you go? I've broken lots of bones – Oh which
Length of Lesson: 60 mins Anticipated Problems: bones have you broken? It will be difficult for students to apply
the rules immediately. Solution: I will correct it if it is easily
understood from the rules we have looked at. I will not correct all
immediately – this will be further developed in next week's
lesson
4- If the main verb starts with the same sound as the final sound
in the auxiliary verb (e.g., I've visited Mecca) students will not be
able to hear the auxiliary verb.
Solution: I will not use an example like this for my model
sentence in the presentation.
5- The use of ever is variable – often but not always used in
questions and negatives. It is difficult to explain the exact rules
and doing this would lead to too many rules for one lesson.
Solution: I will use it correctly in my examples but will not pay
much attention to it. Students will refine their understanding of it

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 as their English advances. If anyone asks, I will say it means at any
time.
6- It will be difficult for me (the teacher) not to accidentally use
examples of other present perfect functions.
Solution: To keep the concepts involved in this first lesson on the
present perfect for general experience.
✔ Board pen for every student
✔ 4 Handouts for each student: 2 controlled practice
worksheets, 1 homework sheet (all shown in Materials a). 1
freer practice worksheet (Materials b)
Number of Students: 12 Materials:
✔ Copy of freer practice worksheet on laptop to project on
whiteboard for giving instructions
✔ Coursebooks (for irregular verbs chart)
✔ Copy of board plan for teacher to use during presentation

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 Assignment B - Lesson Plan Template

The presentation stage must be of your own design.

If you need to, subdivide each stage.

Inter-
Stage Aim Timing
action
Teacher Activity Student Activity

Get students talking and ✔ Before students come into class, draw a line down
Warmer introduce a context for board to divide it into 2.
target language ✔ Write on left side 'Interesting or exciting experiences’
‘In 2001 I climbed Mount Olympus'
6 Whole ✔ Ask students to come in, hand each one a board pen Students take pens and each
mins class and indicate they should quickly write an exciting person writes their interesting
experience of their own on the left side of the board. (I experience on the board.
will speak as little as possible, as the natural thing would
be to use the target language, which I want to avoid at
first).
✔ If they don't put in a time, I will ask 'when?' and
encourage them to put in a date/time

4 Pairs / ✔ Correction: When everyone has written Students correct sentences on

mins threes something, encourage students to work together the board.
make any
corrections necessary. Point out where mistakes are
if necessary.

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 ✔ Ask everyone to take out coursebooks because they
will need them soon.

Presentation To introduce students to 3 T- Elicit target language Student selects a sentence,

the grammar and to elicit mins Class ✔ Thank and praise them and say what a lot of e.g., ‘Last summer I went to
information from them. interesting experiences there are on the board. Paris.'
✔ Select one student, and ask, e.g., Students make suggestions,
- 'Idrissi, which is the most interesting experience?' - Ask e.g., Do you go to Paris, Did
who it was, and then try to elicit the question 'Have you you go to Paris?
ever been to Paris?' Students make suggestions,
- Is Rafat the only person with this experience? How can e.g., Have you been to Paris?
we ask a question about this? Students repeat in chorus.
✔ Praise suggestions, but say we need a different Students tell the teacher what
tense. If necessary, prompt them: 'The questions begin to write.
with have. Have you...'
✔ If anyone produces a target question ('Have you ever
(been to Paris)?'), praise them and ask them to repeat it.
✔ If not, say OK, listen to me and say the question
clearly.
✔ Get everyone to repeat in chorus a couple of times
for pronunciation.
✔ Get students to dictate questions back to me while I
write it on board.

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 ✔ When the question is on board, ask a student who I Student responds Yes.
know will answer affirmatively. e.g., 'Rafat, have you Class produces “I have been to
ever been to Paris?' Paris” or “I've been to Paris.”
✔ Acknowledge that just 'Yes' or 'Yes, I have' is the Students explain contractions.
normal answer, but elicit the whole sentence.
✔ Write on board. I have been to Paris, or I've been to
Paris.
✔ If they have used full form elicit contraction. If they
have used a contracted form, check what the full form is.
T- ✔ Ask a student who hasn't been to Paris to answer the Student produces
class question to elicit the negative and write 'I haven't been 'I haven't been to Paris.'
to Paris.' on the board.

3 T- Check form Students analyse form

mins Class ✔ Looking at examples we now have on board, elicit Students copy form notes into
the form. (See teacher language) exercise books.
✔ Ask students to take out their irregular verb lists to
check past participles of irregular verbs.
Check concept
✔ Ask concept questions to check students understand
function - how target language is used.
2 T- Students answer concept
Are we talking about the past, present or future? PAST
mins Class questions.
Do we know exactly when in the past? NO
✔ Quickly elicit dialogue completion (see Board Plan 2,
point 3) to show contrast with past simple.

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 2 T- Check pronunciation (Drill present perfect examples Students repeat chorally and
mins Class only). ✔ Repeat questions on board. Ask 'Does my individually as directed by the
(13 voice go up or down?' Will add a name to the question teacher.
mins (e.g., Have you
for ever been to Paris, Idrissi?) as this makes it easier to hear
stage. the rising intonation.
23 ✔ Same procedure for affirmative and negative forms.
mins ✔ Insist they use contracted forms.
total
Controlled To give the students the 2 Pairs ✔ See Worksheet 1. Hand out worksheets, so they can In pairs students produce e.g.
Practice opportunity to practice mins see the example when I give Instructions – - Have you ever ridden a
the language learned in 6 emphasising that you change tense when getting more camel? - Yes, I have.
the presentation stage. mins information. - Really? When did you ride a
1 min ✔ While students work, monitor and help as necessary camel? - Last year.
and select one or two good examples to perform to Selected students perform
class. their dialogue.
✔ (If time) Ask the selected pair(s) to perform their
mini dialogue.
4 Pairs ✔ If short of time, leave out this activity Pairs work on this task, and
mins ✔ See Worksheet 2. Instruct students to work together practise saying the sentences
(13 to write 2 sentences about something they have done and questions together.
mins and something they haven't done + a question.
for ✔ Stronger students can write different sentences from
stage. their partners if they wish.
36 ✔ Teacher monitors and helps.
mins
total)

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Freer Practice 1 min Groups ✔ Regroup students Students sit down in a new
3 While I am cleaning the board, ask students to change place.
To give the students the mins places so they are sitting next to a new partner. Students listen and answer
opportunity to practice 3-4 ✔ Instructions for game questions if asked.
fluency using what they mins Hand out worksheets. Students write one word in
have learned this lesson. ✔ Tell students they have two minutes to fill in the each box on the table on the
table. Teacher monitors to check they understand and worksheet.
helps where needed.
12 ✔ Teacher monitors, encourages students to develop Students swap worksheets and
mins conversations and notes interesting points and errors for ask each other questions
(20 feedback and next week's lesson which will provide
mins further practice of this form.
for
stage.
55
mins
total)
Plenary 5 Whole ✔ Some students to report on some of the more Whole class peer correction.
mins class interesting things their partner has told them. Make notes if they wish.
Give the students the (60
✔ Give feedback with lots of praise for what they have
opportunity to mins done well.
demonstrate what they total)
have learned this lesson ✔ Elicit corrections for common errors relating to
target language and summarise what we have learnt.
to check that they have
understood. ✔ Set homework: Essay – 'Select a member of your
family and write about 3 interesting things he or she has
done in their life.'

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 Why I chose these activities and materials for this lesson?

✔ Explain and justify your choice of teaching aids (board, visual aids, etc.), activities and materials for this A2 class of teenagers aged 14-16.
(100-150 words)

Teenagers usually enjoy talking about their own experience, so I chose their own experiences rather than, e.g., the life of a famous person. It will
be difficult to keep the presentation to the time limit, so I copied the form notes onto the worksheet. The examples provide support for the
controlled practice, which helps the students see how we move from present perfect for 'general experience' to past simple for specific events.
The freer practice provides some practice for producing the target language. As the conversations develop, they should mainly use past simple,
but this reflects the way this form is used. I have included some of my own photos on the worksheet to make it look more interesting and also to
give the students some ideas of the sort of thing they might write.

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