LESSON PLAN

Class: 6th B Grade – 1st Language, 2 classes per week

Teacher: Stefan Dinel Marinescu

Textbook: WORLD CLASS – Addison Wesley Longman

Topic: Module 6 - ROBOTS

Lesson: Tim – Present Perfect Simple

Skills: Speaking, Listening, Reading, Writing

Materials: textbook, handouts, blackboard, chalk, flip chart, post-it notes,

markers, computer, projector

Methods and techniques: dialogue, explanation, exercise, discovery techniques,

brainstorming, pair-work

Evaluation: - initial, through warm-up

- continuous, through activities, observation

- error correction

- final, through oral feedback

Timing: 50 minutes

Number of students: 31

Date of lesson: 12 May 2011

Time of lesson: 9:00 – 9:50

Class profile: These Ss are 6th graders and are not familiar with the present perfect simple. They

have only occasionally used the past participle forms of irregular verbs.

Lesson aims:

At the end of the lesson students will be able to:

● use and understand Present Perfect Simple Tense;

● practice Present Perfect forms (positive, negative, question)

● make up sentences using present perfect;

● talk about past actions without time adverbials.

Activity 1 – Warm – up

- greetings, absentees, discussion; checking homework

Aim: to motivate and involve Ss by means of personalization; activate vocabulary related to the

topic

Interaction: T – Ss

Timing: 5’

Activity 2 – Lead-in – Speaking

Aim: - to get feedback for the tenses already learned

- to introduce the present perfect by means simple sentences

- to draw Ss’ attention to the auxiliary “have” in present perfect statements as opposed to

statements in the past simple with a time adverbial.

- Examples: Mother bought me a robot last week. / Mother has bought me a robot. – The

robot talked to me yesterday. / The robot has talked to me. – I received a present

yesterday. / I have received a present.

Interaction: T – Ss

Timing: 5’

Activity 3 – Listening; Gap-filling

- Ex. B, p. 79. Ss listen to the tape and fill in the blanks with the following words: made /

haven’t / have / I’ve / have / cleaned

Mrs. Rickerby: Hello, Tim. How are you?

Tim: Very well, thanks.

Mrs. Rickerby: Well, what have you done today?

Tim: I’ve fed the cat.

Mrs. Rickerby: Good. 1 ……….. you 2 ……… the dinner?

Tim: Yes, I 3 ……….. . And 4 ……….. done the washing.

Mrs. Rickerby: Very good. Have you 5 ……….. the bathroom ?

Tim: No, I 6 ………. . I’m sorry.

Mrs. Rickerby: Never mind.

Aim: to familiarize Ss with present perfect structures expressing past actions close to the

moment of speaking or whose result is visible at the moment of speaking.

Interaction: T – Ss

Timing: 3’

Activity 4: - Teaching present perfect simple, affirmative / interrogative / negative forms

- T writes the affirmative, interrogative and negative forms of the present perfect tense on

the blackboard, together with relevant examples.

- Ss copy the information in their notebooks.

- T explains the uses of present perfect simple and gives examples.

Aim: to make Ss understand the form and use of present perfect simple.

Interaction: T – Ss

Timing: 12’

Activity 5: - Identifying the third form of irregular verbs

- T writes the first and the second forms of some irregular verbs on the blackboard. Ss

copy them in their notebooks. The third form of these verbs is written on post-it paper

and stuck on the blackboard. T asks some Ss to come to the blackboard, identify the third

form of a certain verb and stick it next to its second form.

- Verbs to presented on the flip chart:

make – made - .......... drink – drank - ...........

have – had - ............ sit – sat - ..............

feed – fed - .............. run – ran - ..............

put – put - .............. get – got - .............

lay – laid - .............. swim – swam - .............

buy – bought - ........... come – came - .............

lose – lost - .............. fall – fell - ..............

win – won - .............. forget – forgot - ...........

read – read - ............. break – broke - .................

leave – left - .................. choose – chose - .............

spend – spent - .............. find – found - .............

give – gave - .............. go – went - ................

eat – ate - ............... take – took - ..............

do – did - ................ write – wrote - ............

ring – rang - ............. wake – woke - .............

see – saw - ................ fly – flew - ................

be – was/were - ............. begin – began - ................

Aim: to help Ss identify and remember the forms of irregular verbs.

Interaction: T – Ss; Ss – T.

Timing: 10’

Activity 6: - Listening and gap filling

- T plays a short video and Ss work in pairs to fill in the blanks on the handout (worksheet

1). Ss work in pairs to get the right answer.

Script: 1. The jury .................. you guilty. (has found)

2. Sorry, he........... his mind again. (‘s changed)

3. We ................ you off the island. (‘ve voted)

4. Now, look what you ............. . (‘ve done)

5. Thank you, but I ............................ for my children’s college education. (‘ve

already provided)

6. Heey, I love what you ................. with the office! (‘ve done)

- T checks the Ss answers orally and writes them on the flip chart paper.

Aim: to develop listening skills and to provide contexts for the use of present perfect statements.

Interaction: T – Ss; Ss – Ss; pair work;

Timing: 4’

Activity 7: Drilling in present perfect structures

- T asks Ss to work in pairs and do the exercises on the handouts (worksheets 2 and 3) on

their desks.

- T writes the correct answers on the sheet of paper on the flip chart.

Aim: to get feedback as to the correct acquisition of present perfect structures

Timing: 10’

Homework – Ex. B and D, p. 49 in the Activity Book.

Timing: 1’

CONTINGENCY PLAN – Should Ss not be able to do the exercises on worksheets 2 and 3 at

the pace expected, the exercises that are not done in the classroom are assigned as homework.

Should Ss work faster than anticipated, T asks Ss to produce present perfect statements of their

own.

HANDOUTS:

Handout 1: Irregular verbs

Handout2: Exercises with present perfect - affirmative

Handout 3: Exercises present perfect – negative and questions

HANDOUT 1

make – made - .......... drink – drank - ...........

have – had - ............ sit – sat - ..............

feed – fed - .............. run – ran - ..............

put – put - .............. get – got - .............

lay – laid - .............. swim – swam - .............

buy – bought - ........... come – came - .............

lose – lost - .............. fall – fell - ..............

win – won - .............. forget – forgot - ...........

read – read - ............. break – broke - ..............

leave – left - .................. choose – chose - ............

spend – spent - .............. find – found - .............

give – gave - .............. go – went - ................

eat – ate - ............... take – took - ..............

do – did - ................ write – wrote - ............

ring – rang - ............. wake – woke - .............

see – saw - ................ fly – flew - ................

be – was/were - ............. begin – began

- ..............

HANDOUT 2

HANDOUT 3