My best grammar plan

Main Learning Outcome: By the end of this lesson, Ss will be able to understand and use the present perfect tense.

STAGE	PROCEDURES (WHAT T DOES)	TASKS (WHAT STS DO)	AIM / SKILL
1.WARM UP To activate prior knowledge To introduce the context	1.a The teacher writes the expression –camps and outdoor activities– on the bb. She says: Today, we are going to deal principally with camps and outdoor activities. But first, tell me: Have you ever been in a camp? Did you like the experience? Why/not? Was it fun? Who did you go with? Then, the T asks if Ss know what an outdoor activity is. If they don’t know the meaning, the T points outside and says: An outdoor activity is done outside (pointing at the window). Can you think of any outdoor activity? The T writes on the bb the ideas that come up. She aks Ss to look at the picture on page 44 and asks: What can you see in this picture? What are these people doing? Where are they?	1.a Sts answer the questions Ss look at the picture on the book and answer the questions.	1.a observing, to producing Speaking
2.PRE – READING To make Ss predict To create a purpose for reading	2.a The teacher asks sts to look at the text and says: What kind of text do you think it is? How do you know? And what do you think the text is about? Circle the correct option: a. Two friends are talking about their plans to go on a journey together b. A brother and a sister are talking about the best place to go camping c. Two friends are talking about how to make a camp more exciting	2.a The sts look at the text, answer the T’s questions and try to predict the content. 2.b The students answer the T’s questions and repeat the word. 2.c The sts listen to the T and make predictions.	2.a To observe, to to predict Speaking and reading 2.c Inferring, hypothesizing.
3.WHILE – READING To make Ss skim and scan the text	3.a The T asks Ss to read the text for the first time while they listen to a recording, in order to check their predictions. Then, the Ss are asked to read again in order to complete a True or False exercise. They have to justify underlining from the text. Are these sentences True or False? Justify all the sentences underlining from the text. 1. Storm has lived in Dublin for three years. (F) I’ve only been in Dublin for three hours. 2. Amy asks Johnny if he has lived in Cardiff for all his life. (T) Have you lived in Cardiff since you were born? 3. Johnny started to be an instructor 3 years ago. (F) How long have you been an instructor? Since last year. 4. Storm asks Johnny how long he has been going to camps. (F) 5. Johnny doesn’t live in Cardiff any more (T)	3.a Sts read the text for the first time while they listen 3.b. Ss read again to do the T or F exercise, and justify.	3.a To skim. Reading and listening To scan, to justify Reading
4.SYSTEMATIZATION – To help sts understand the new structure	Meaning: The T checks the answers with Ss, asking them to read their answers one by one. She asks Ss to write the answers and the justifications on the bb. She underlines some of the structures and asks Ss to focus on the 1st and 3rd sentence and says: –Look at this sentence: I’ve only been in Dublin for three hours: T: Is Storm still in Dublin or did he come back? Do we know how long he has been there? Good, he’s been there for three hours. (the T draws a time line, marks a short segment on it, and sticks a picture of a plane on an map of Ireland with its flag on it above the segment. She writes the phrase. ‘for three hours’ on the segment). How long have you been an instructor? Since last year. Has Johnny been an instructor in the past or does he still continue being an instructor? (the marks a point with the number ‘2011’ on it and draws an arrow which continues to a point labelled ‘today’ or ‘2012’), and she sticks the picture of an instructor above the arrow. So, when did he start being an instructor? She writes the word ‘since’ on the initial point. Have you lived in Cardiff since you were born? What happens when we are born? It is an event that has a duration or is it that it happens at a point in time? (she draws another time line, marks a point on it, at the start of the line, indicating a past event, and sticks a picture of a baby. She writes ‘he was born’). So, when he was born, he started living in Cardiff, and still lives there today! So, what do we call these tenses? (present perfect and past simple). When do we use the present perfect? (pointing at the time line and the prep ‘for’ on the left). - Good, when we use the preposition ‘for’ and we refer to a duration of an event that still continues, we have to use the present perfect, because it indicates the duration of an event. - With what other word do we have to use this tense? Right, with ‘since’. Because they both indicate an action started in the past and continues up to the present day. And when do we use the past simple? (pointing at the point on the time line). - Ss: When we refer to a point in time! / when an action started in the past and finished in the past! Now, when we have the word ‘since’, the moment that marks the beginning of an activity or event is written in the ... (Ss: ‘past simple’), (the T points at the baby and the phrase ‘he was born’) and to refer the period in which an activity develops, we use... (the present perfect). Form: The T asks Ss to complete a substitution table (see substitution table at the end of the plan). The T asks Ss to complete a rule choosing between 2 options. Choose between the two options to make a rule To make the present perfect, we use the present simple of the verb .......... (be/have) and the past participle of the ........................ (main verb / auxiliary verb).	4.a some of the Ss share their answers with the rest of the class and the others say if they agree or if they have a different answer. Some ss write the justifications on the bb. They all look at the structures underlined. They all look at the time lines and listen to the T’s explanations 4.b The Sts answer the questions: He continues (being an instructor) Since last year! 4.c The sts answer the questions. 4.d Students complete the subtitution table 4.e. Ss choose the right option to complete the rule	4.a Skimming Listening 4.b. Noticing 4.b inferring the meaning 4.c Analysing. Noticing the gap. Completing
5. RESTRICTED PRACTICE To practise and assimilate the new structure	5.1. The T asks Ss to match the time adverbs with their uses Match the adverbs with their meanings. For ‘during a period of time’ Since ‘from a point in time’ 5.2 The T gives Ss an exercise in which they have to circle the right option to make sentences. Past simple or present perfect? Circle the correct option in each sentence 1. Johnny lived / has lived in Cardiff for fourteen years. 2. Storm has lived in Dublin for / since three hours. 3. How long was Johnny / has Johnny been an instructor? 4. Johnny has been an instructor for / since 2002. 5.3 The T gives Ss an exercise in which they have to order some words that are jumbled. A: you – have – lived – city – this – in – long – how? ......................................................................................... B: twenty – for – years .......................................................................................... A: Juan – been – leader – has – a – moved – since – he – to – Buenos Aires? B: hasn’t – no – he. been – leader – a – fifteen – was – he – has – he – since I – not – been – have – in – camp – a – 2001 – since. ? – Really – you – haven’t? 5.4. Make sentences using these prompts I – live – Rosario – I was born. .............................................................................................................. My friend Juan – study – in this school – 10 years. ......................................................................................................... My sister Laura – be – a singer – 4 years. ........................................................................................................ My brother Federico – be – in Uruguay – 3 days. ........................................................................................................ a. How long – you – live - in Rosario? ....................................................................................................... b. I – live – in Rosario – I was born. ....................................................................................................... 5.5. The T asks Ss to write the answers to some questions about the dialogue on the book: Johnny, how long have you... 1. ...lived in Cardiff? (fourteen years) I’ve lived in Cardiff for fourteen years. 2. ... been a rafting instructor? (one year) 3. worked in this camp? (June) 4. ... been here? (ten minutes) 5. been in Dublin? (nine o’clock)	5.1. Sts match the adverbs with their definitions and check them Ss circle the correct option The Ss order the words The Ss produce the stcs. 5.5. the Ss write the answers to each question.	Matching Selecting Ordering Producing Skimming, producing
AUNTHENTIC USE To use the new structure communicatively	The T asks Ss to work in pairs to do exercise number three on the book, which is a speaking activity. Both Ss have to make notes about their partner’s answers in order to report later. Students, you are going to work in pairs: One of you will make questions to your partner and the other will answer. The one who asks will write down the answers so as to tell the answers to the class. 1. e.g. How long – you – (live) in this city? How long have you lived in this city? a. be - a student? b. lived at your current house? c. know - your best friend? c. be - in this class? d. be - at this school? The T asks Ss to do pages 38 from the workbook for next class, and page 39 is optional. She hands them out an extra sheet of paper with an extra explanation of the present perfect and some additional exercises (see ‘Appendix’ below). That is homework for next week but one. (she writes it all on the bb and Ss copy it).	6.Sts do the speaking exercise and report their classmates’ answers	6. Producing Speaking