CELTA Lesson Plan on Present Perfect

St Giles Highgate CELTA Course Name

Week / Day

Ítalo Coutinho

2/5

Lesson no.

#05

Date

Length

01/22/2016

40 minutes

Level

Pre-Intermediate

Class profile (number, age, nationality, reason and length of stay in London)

Multicultural class of about 14 students (Japan, Turkey, Brazil, Italy, Spain, France, Iran, Switzerland, Thailand). The student body is f airly heterogeneous in skill; most of them are new in London though a couple have been here for over 6 months. Varied age groups, ranging from adolescence to middle-age. Main Lesson Lesson aim (language focus / skills)

Students familiarise themselves with the present perfect in the context of life experiences/achievements Subsidiary aims (language (language focus / skills)

1. Students get acquainted with the past participle form 2. Students get to use the newly acquired vocabulary to practice fluency Anticipated difficulties with lesson activities and classroom management

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Latecomers might feel lost Fill in the gap activity might prove challenging challenging for weaker students Early finishers are idle

How I can deal with these difficulties

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All info talked about (game key and formulas) formulas) are on a handout Encourage students to read around the blanks and ask for help from their peers Have them pair check their responses

Material(s): board pens, 16 photocopies of each practice Checklist. Tick those included in this lesson plan (or n/a) model sentences for target language stages clearly titled and separated interaction pattern marked Personal aim

concept questions for target language purpose of each stage indicated a board plan (if relevant)

phonology of target language indicated anticipated timing included examples of all tasks used

Purpose of this stage (Why do this ?)

Procedure (Separated into titled stages with inclusion of target language, instructions, concept questions, answers to tasks etc, where appropriate)

1) Set the context Get students to switch on and feel comfortable + introduce the topic of the lesson by creating a meaningful Guessing game: Teacher reads out 4-5 facts about Leonardo DiCaprio (as in a bi ography) context. and encourages students to guess who it is.

inter action

time

T – S

3 -4

Teacher instructs students to work in groups of three and try to join sentences halves which, once matched, contain facts about Leonardo DiCaprio.

S – S

5

Group feedback.

S – T

1

S – T & T – S

8

Teacher elicits other info students might know about him.

2) Focus on target language

Create a relaxed and stress-free atmosphere. Encourage mental agility and independence by having students work out the rules by themselves Draw a line between the simple present and simple past Check MPF

3) Language clarification

In pairs, students answer ccqs and work out the form of the present perfect in affirmative sentences.

trainer’s comment

1. “I have been to many different countries.”

a ) Are we talking about the past,  present, or future? Past. b) Did he visit many countries? Yes. c) Do we know when he visited those countries? No. d) Is he travelling now? No. e) Is he home? Yes. subj + have/has + verb in p.p.

Elicit what form the main verb is in. Hand out irregular verbs forms chart. 2. “I haven’t met the right woman” a) Are we talking about the past, present, or future? b) In the past, did he have relationships? c) Were they good or bad? d) Is he married now? Teacher introduces never by boarding the sentence: “I’ve never met the right woman”

and ask the ccqs below:

b) Did he have any relationships at any time before now? c) Are these sentences equal or different? subj + haven’t/hasn’t + verb in p.p. OR subj + have/has + never + verb in p.p. Drill target language in context. Focus on Contractions: “I have” and “He has” to “I’ve” and “He’s”; “I have not” and “He has not” to “I haven’t” and “He hasn’t”

1. aɪv bɪn tə ˈmɛni ˈdɪfr ənt ˈkʌntriz 2. aɪ hævnt m ɛt ðə raɪt ˈwʊmən OR aɪv ˈnɛvə mɛt ðə raɪt ˈwʊmən Weak form of ‘been’ /bIn/ Weak form of ‘to’ /tə/

Choral and individual repetitions to ensure accuracy.

Give stds the chance to familiarise themselves with the usage of the present perfect Contrast past simple and present perfect

d) Controlled Practice

Teacher holds out sheet and give instructions: “ Here are 4 dialogues. Fill in the blanks with the simple past or  present perfect.” 

T – S S S – S

5

Class check – assign students at random and board the answers

3

e) Freer Practice

Communicative practice by giving stds the chance to practice affirmative, negative and interrogative forms of the present perfect

Instructions: “Now you have to talk to everyone and find people who have a yes to each of the sentences. For example, how do you make a question for the first one?” 

S – S

7

Students speak to everyone in the class to find out who has the answers to their questions. f) Feedback

Nominate students and have them report back on who meets the criteria S – T – for some of the questions (3 – 4 S students)

4

Overall strengths of this lesson (planning and teaching)

Areas to work on

Trainer’s overall comment

* Below standard

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Trainer: ……………………………

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*Standard

Date: ………………….

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Trainee: …………………………………. Date: ……………

*The grades above are intended to give an indication of how this lesson might contribute to the evaluation of your teaching practice overall. In other words, several ‘Below standard’ lessons would mean that you would be unlikely to pass the course. For more information, the criteria for evaluation are listed in your CELTA 5 form in your file and are discussed in our tutorials. The areas to work on are key points which, if addressed