Covered last week – New blocking vocab – In Alistair’s lesson, so will have to respond to anything think they seem unsure of hobby Completed action = complete = finished, ends permanent state = constant / abides / stays / carries on (on timeline) biography – covered in previous lesson saxophone – picture afterwards – at a later time instrument – musical instrument married – show wedding ring replaced – substitute, put in position of something else (football player injured) motorcycle – 2 wheels, with motor, fast favourite – show my favourite ring British English spelling
Confused by time – related examples – ‘for and ‘since Explain on the board use several practice examples; reiterate that present perfect continuous is used to focus on shorter lengths of time. This is the focus of longer speaking task. Motorcycle permanent Favourite Motorcycle – y”l; s/k Permanent – stress a beginning Favrit – 2 syllables or 3? Appropriacy Level of formality and what students may be familiar with – they may have learned ‘bicycle’ or ‘bike’ in school. No immediate concerns/ issues. Motorcycle – formal; informal = motorbike / bike (opposite bike or push bike – ahrrad, motorrad) Explain both forms during the lesson.
Stage Name and Stage Aim Timing nterac-tion Materials Procedure Lead in – to set context and engage students’ interest. 5 s-s Hand-out ‘Find someone who music theme. Ask to move around the room. nitial task 3 Board, white-board pens QI Blocking vocab – a POINT in time / a PERIOD of time (use timeline) Which of the sentences is a) a POINT in time b) a PERIOD of time Read the sentence then answer the questions Answers and feedback a) since b) for Elicit answers in pairs Language study- with peer check T-S ss S-T
On the board: Put the phrases from the box into the correct list Show in the timeline: a few minutes a period of time was born a specific point in time FOR SINCE a few minutes Ages was young A long time Last week 25 years Three o’clock Two months 2005 Elicit answers in pairs – use handout. One pair does FOR, another pair does SINCE. Explain: We use the Present Perfect Continuous to show that something started in the past and has continued up until now. “For five minutes” and “for two weeks” are durations which can be used with the Present Perfect Continuous. Answers in table
More detailed grammar task – and feedback 2 Lang-uage Study Pl of hand-out Today, we are going to look at tenses in more detail. Which tense is used? have celebrated = present perfect simple have been playing= present perfect continuous explain the difference – use timeline For/Since quick test (if sts look unsure)and feedback -Controlled practice Q3 In pairs. Use the Language Study and the table to help you complete the lines of the song Elicit feedback anguage focus – to enable students to understand the meaning and form of the target language 6 On the white-board
Keep on white-board Explain main grammar points, and that so far we have looked at smaller sentences. We will be looking at a longer text in a minute. Subject + have + been + verb(ing) + objects have you been waiting for 3 hours? you… ” to explain current activity, put examples on the whiteboard. Explain present perfect continuous is a form used to focus on shorter lengths of time. CCQs – is twenty minutes a shorter length of time? Yes How long have I been waiting? Am I still waiting? Yes On the board write these examples: They have been talking for the last hour. She has been working at that company for three years. James has been teaching at the university since June. (extras if not sure) We have been waiting here for over two hours! Why has Nancy not been taking her medicine for the last three days? Reading for understanding – finding examples of present perfect in an existing music-related text 5 s. s On the whiteboard – explain blocking vocabulary biography saxophone afterwards instrument married replaced motorcycle Look at Q4. In pairs / 35. please read it out loud if you want to. You will be asked to read for understanding.
Fill in the gaps. Complete his biography with either a point in time (e. g. 1999) or a period of time (e. g. ten years). Freer task- introduction: to build sentences using prompts 3 T-s s You will be asked to complete some statements about yourself. On whiteboard, stick my Statements up and model with red pen. Blocking words – favourite, possessions, hobbies Now, complete Q5 on your own. Do not need too much feedback on this, as they will be using this information in task 6. If you are not sure of the name of your favourite possession or hobby in English, please ask.
Help with vocabulary as it is needed. Freer task” to enable students to use the present perfect continuous to form statement to talk about their past events up to now 3 Complete the road. The bottom of the road is NOW, and you need to look backwards to explain key points in your life. Look at my example, and listen to my key events in the past. In pairs, write your own – give time limit. Controlled practice – to give students confidence using the target language. To allow students and teacher to check students have understood the target language Lolly sticks
You will use this information in Q5 and your road to help you with the next exercise. In new pairs (lolly sticks) please ASK and ANSWER the questions 1-8. If you can think of more interesting questions, please ask them too! Please use English as much as possible. Sts to interview each other. Elicit feedback from the group. Discuss good and bad examples of pronunciation and any new words we have covered. anguage Study: Look at the following sentences.