Teaching present perfect – teenagers (B1) – inductively
Introducing Present Perfect with Regular verbs:
Give examples in past simple to see the contrast
I watched TV with my mum yesterday.
Leading in to present perfect:
I have watched TV with my mum today.
Explaining have/has plus the past participle which is the same as in the past simple.
Contrast finished and unfinished time. Contrast the simple past and present perfect.
One of the best ways to ensure that students understand when the present perfect is used is
to contrast finished and unfinished time.
Is YESTERDAY / TODAY finished or unfinished action?
Write examples of phrases (with help from students) that go with finished /
unfinished time:
yesterday, last week, last month, last year, 1990 …
today, this week, this month, this year …
Present Perfect with Irregular verbs:
I have spoken to John this week.
Explaining past participle in irregular words: Divide the board into three columns and write
some irregular verbs in the first column, their simple past form in the second column, and
finally the irregular past participle in the third.
Introduce the Present Perfect – Negative / Interrogative form:
I have not / haven´t spoken to John this week. Have you spoken to John this week?
Substitution exercise:
I spoke to John this week. ----------) I have spoken to John this week.
I watched TV ----------) I have watched TV.
https://busyteacher.org/3679-how-to-teach-present-perfect.html
Teaching defining relative clauses
Teacher asks questions regarding structure of relative clauses:
Which sentence element was replaced with „who“ form?
Where did we put the relative clause?
What is the difference between which and who?
What is the difference between which and who and that?
Compare it to Slovak language (commas). The restrictive relative clause / non –restrictive relative clause.
etc
The easiest way to revise relative clauses is to start with two simple sentences, two
independent clauses, which contain the same noun.

The boy is tired.

The boy is carrying a heavy backpack.
They should put it together and create a complex sentence.
The boy who is carrying a heavy backpack is tired.
We do the same with some other examples and introduce relative pronoun WHICH / THAT:

The book is big.

The book lies on the table. --------------------) The book which lies on the table is big.
Use Scrambled Sentences
a giraffe
has a long neck
who / which
is an animal
who / which
is someone
a student
has to study all the time.
is someone
a teacher
who / which
gives you lots of homework
has a long nose
who / which
is an animal
an elephant
https://busyteacher.org/18247-how-to-teach-relative-clauses-5-strategies.html
Teaching vocabulary: Body parts – young learners (A1), introduction, visual context
Post-listening activity: Checking listening through writing – teenagers (B2)
Reviewing the transcript:
Provide each student with a copy of the transcript.
Tell the class to underline any sections of the transcript that they think they
understand, but have some uncertainty about.
Also, instruct them to circle any sections which they don’t understand at all.
Put them in groups of 4 to discuss the parts they underlined and circled.
Finally, ask students to write on the board any phrases or sentences they still can’t
understand. Go over these with the class.
https://www.eslprintables.com/