Lesson Plan: TPs 2-3 Name: Rasha Saad Date: 1st of May, 2021 Lesson No. 2 Level: Intermediate Lesson length: 45 minutes Lesson Type: Grammar LEARNING OUTCOMES (These should be your aims in terms of what you want the students to achieve) Tips: Your main aim is going to be either: Language: E.g. Grammar, vocabulary, functional language. Development of a skill. E.g. reading, writing, listening, or speaking. If your main aim is language, are you also doing some reading, writing, speaking, and/or listening? This is your Subsidiary Aim. If your main aim is to develop a skill, are you also teaching some vocabulary, too? Are you, for example, developing reading, but also doing some speaking? This is your Subsidiary Aim. MAIN AIM: By the end of the lesson the SS will be able to/will have developed... Differentiate between the Present Perfect Continuous and the Present Perfect Simple in terms of use and structure Differentiate between a state and an activity verb Use the Present Perfect Simple to describe how many actions happened Use the Present Perfect Continuous to describe how long an action has been happening SUBSIDIARY AIM(S): Read sentences in the Present Perfect Continuous placing the stress correctly Use the PPC and the PPS in a spoken context CHECK LIST – Have you… Ensured your main aim is related to the target language (Language Focus or skills focus)? Phrased your aims from the learners' point of view? Listed your aims according to importance? PERSONAL OBJECTIVES (limit this to one or two areas of your teaching that you want to focus on in this lesson) What you will focus on. How you will achieve this/these. Clearer instructions/ Less TTT Use imperatives/ short sentences/ more eliciting © The British Council The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity. Lesson Plan: TPs 2-3 Resources (Write the materials you are going to use here. Don’t forget to reference them!) Power point presentation Face-to-face SB, TB and WB STAGE AND AIM Divide your lesson into stages and say why you’ve decided to include these stages in the lesson. What will Ss learn from doing it? TIME 3mins INT’R T-s/s-s Groups. T-Ss Text- Focus on TL PROCEDURE TUTOR’S COMMENTS What is/are the teacher/students doing at each stage? Please don’t write here T elicits the difference between state and activity verbs by looking at 2 sentences in the reading text and comparing the verbs used in each. More examples are provided to help Ss understand the difference. Ss-T Ss provide an example of state/ activity verbs T elicits the difference in meaning (uses) of the PPS and the PPC on a timeline. T uses CCQs to check Ss understanding. T. elicits the difference between “for” and “since” from Ss 6mins T- Ss 3mins Ss- T- Ss Ss choose the right answers to complete the 2 sentences about the use of PPC and PPS. Feedback is provided. Language Focus: a. Meaning (Use) Ss pick the right answer in a quick exercise to consolidate their understanding of the 1st difference in the use of PPC (state VS activity verbs). © The British Council The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity. Lesson Plan: TPs 2-3 3mins T-Ss 5mins Ss- T T-Ss b. Pronunciation (stressed words/ weak words) T elicits the 2nd difference in use through questions: Which sentence shows how long the “publishing” continued to happen? PPC Now, look at the 2nd sentence, is it about how long the action took place or how many books were published? PPS Ss choose the correct option to consolidate their understanding of the 2nd use. T reads the sentence and asks Ss which words they think were stressed. T then asks Ss to repeat the same sentence using the back-chain method. T then asks Ss to decide the stressed words in the next example (question form). Ss take turns reading the question. c. Form 8mins T-Ss 1)T elicits from students the positive form of PPC by breaking down the structure: What is the subject? The company What is the verb? Has + been The verb form? Verb+ ing What if the subject was “companies”? The companies have been publishing 2)T elicits the negative form Ss and writes it down (with both singular and plural subjects). 3) T then asks Ss to think how to form a question starting with “How long” about the company “Lonely Planet”? T elicits from Ss the change that happens © The British Council The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity. Lesson Plan: TPs 2-3 when forming questions: starting with “have/has”, then the subject, then “been” + “verb+ing” Controlled Practice 8mins Ss-Ss Free Practice 8mins T-Ss 4) T elicits from Ss how to form a question in the present perfect simple (PPS) using “how many” in reference to an example: Lonely Planet has published over 650 books since it began. Ss answer an exercise individually where they change the verbs into PPC or PPS positive, negative and question forms. Ss discuss their answers before they are given feedback. T models creating a timeline and talking about it. Pair Work Ss create their timelines, then talk about them with a partner. Ss-Ss Each S shares one thing they found out about their partner with the class © The British Council The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.
