Part I: Lesson Plan for - Georgetown University



Grammar Lesson Plan

Context: Intermediate Students

Learner Needs: To learn and practice the present perfect tense.

Objectives/Aims: Students will be able to use the present perfect tense in their speaking and writing.

Assumptions: I’m presuming that these students have enough language knowledge understand this grammatical structure.

Language Analysis: This lesson will focus on the grammatical structure of the present perfect tense.

Materials: Writing materials

Timing/Sequencing: 60 minutes.

Assessment: Collect students’ biographies at the end of the lesson.

Reflection:

Lesson Plan:

|Stage |Aim |Procedure |Mats. |Focus |Time |

|Warm up |

| |Introduce the concept of|Call on students to list a few of their life experiences, a |None. |Begin to introduce |5 |

| |the present perfect |hobby they’ve had for years, and something they’ve done | |the different uses | |

| |tense to students. |recently. List them on the board. | |of present perfect.| |

|Lesson activities/assessments |

| |Explain the present |Using the list now written on the board (travelled abroad, | |Getting students |15 |

| |perfect tense. |collected stamps for ten years, had lunch, etc.), begin to | |familiar with the | |

| | |rewrite the sentences with the present perfect tense. (E.g. I | |different uses of | |

| | |have travelled abroad a few times; I have collected stamps for| |present perfect. | |

| | |stamps, I have just eaten lunch.) | | | |

| | | | | | |

| | |After writing a few of these, ask if students can pick up the | | | |

| | |pattern and rewrite the sentences on the board by themselves. | | | |

| | | | | | |

| | |Answer any questions students have regarding the structure, | | | |

| | |and give them a handout with irregular verbs and timelines | | | |

| | |showing the differences between the different usages (such as | | | |

| | |was on my grammar handout for the blog last week.) I will | | | |

| | |also explain the expressions just, already, yet, for, and | | | |

| | |since. | | | |

| |Practice using present |Give students a biography you have written of either a famous |Writing |Continue to |15 |

| |perfect tense. |or fictitious person with blanks where the present perfect |materials. |practice present | |

| | |tense would be. Divide students into pairs and have them work| |perfect, and expose| |

| | |on the handout together. | |any remaining | |

| | | | |confusion that | |

| | |(Ex: Have you met my friend Ellen? She _has lived_____ across| |remains. | |

| | |the street from me for many years. (live) She is a very | | | |

| | |interesting person – she __has travelled__ to many countries | | | |

| | |and __has learned__ to speak several languages. (travel, | | | |

| | |learn) | | | |

| |Produce writing using |Using the worksheet as a model, ask students to begin writing |Writing |Improve ability to |20 |

| |present perfect writing.|their own biographies using all three of the usages – things |materials |produce writing | |

| | |in the past, things in the past that have continued until now,| |using present | |

| | |and events that have happened to them recently. | |perfect tense and | |

| | | | |practice general | |

| | | | |writing skills. | |

|Conclusion |

| |Share results of work |As they complete the assignment, ask students to share their | |Gain confidence in |5 |

| |with other students. |work with other students. Once all students have completed | |speaking and | |

| | |their biographies, ask for volunteers to share their | |writing. | |

| | |biographies aloud with the class. | | | |

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