Present perfect lesson idea

Proficiency level: intermediate low or mid

Grade: 5~6 year

Number: 10

Hour: 50 minutes

Experience degree: They have been studying English for 2~3 years with native speakers, thus they are not hesitant in communication, but when speaking, they make often mistakes. They need accuracy.

â… .Overview of the lesson

The lesson was designed by practicing Present Perfect Tense. In the warm up, I asked them to have been to other countries like ‘Have you been or visited other countries?’ Usually, they said as only “Yes”, not completing sentences. I asked again “where countries have you been before?” They said only the name of countries. Or they answered like “I went to Paris.” At the same time, whenever I asked, I put the questions on the board emphasizing on the expression ‘have been’ or ‘have visited’

In the presentation, first, I gave the reading text about the Europe travel to them. Ss were supposed to find out some answers for scanning in the reading text. And then, I explained what the present perfect tense is, they practiced several times how to make the tense, being providing examples. Lastly they wrote one paragraph writing in accordance with each experience, applying the tense.

II. Theoretical justification

Acquisition and Learning

First, after sharing about trips to other countries, they start to recognize differences between the past and the present perfect tense. However when explaining the rule, they felt hard again. They tended to takes notes the rule and examples but they didn’t understand how the rule is related to the tense. Second, through scanning, they answered naturally what they figured out. Based on the text, we asked and answered each other without consciousness of the tense. But I let them change the given Korean questions in English. They tried to focus on the rule but it took for a few times to answer. Third, they enjoyed writing their experience to visit other countries. Sometimes they made mistakes to follow the rule, but they could fix right away. I think, in the end, they could understand and use the rule, connecting to what they already knew. But, even though they practiced the rule a lot, I was asking them to explain it next time, they couldn’t justify about it.

Risk-taking

Though my Ss have no fear speaking in English, when facing new language rules, they avoid speaking to the class. I tried to ask them to response indirect questions in relation to the rule, such as ‘Have you been to Africa?’, not ‘Do you know the present perfect tense?’ It is because they are familiar with speaking freely. Second, although they are conscious to accept rules from the beginning, if speaking or writing to the class, they got chance to fix mistakes, like I have ‘aten’ pasta in Italia. The S was too much aware of making participle. At once he could change it appropriately, after getting my cue.

Output

My Ss are willing to learn English. They usually have confidence in dealing with speaking, even their languages are not complete sentences. The reason that they learn grammar is to have more accuracy. The Present Perfect Tense that exits in English is not corresponding to the Korean tense. However they keep on practicing even without being explaining rules. When learning the tense, they got the gap between the past and the present perfect tense. It isn’t consistent to use them separately. Through practicing several examples in speaking, they recognize how different they are. If they had taken test about the rule, they could not have used it. The process of writing one paragraph, using the rule, they made sure how to apply the language use exactly.

â…¢. Conclusion

The strength that I covered in the lesson are the warm up part, some ways of dealing the text and letting them write one paragraph. First, I introduced them to ask their travel experiences to other countries. Thus they paid attention to the class easily and they started to understand the content in relation to each experience. Second, the questions for scanning that I intended with the given tense were helpful to understand the tense. I let them produce to be sure their understanding, according to the text. It gave a chance them to make mistakes, at the same time they got to fix it. Third, writing one paragraph using the tense, they got to internalize the rule. It is because the task was clear to apply to their real experiences.

The weakness is to do explain the rules automatically. I wanted them to recognize differences between the past and the given tense. But I think this trial caused more hard to understand it. I let them translate Korean into English. In the long run, this task was focused on not language use but the usage. It means this is not for production, so it is less helpful way to use the target language.

Submitted by Judy

In today’s culture teaching English as a second language is a very important job.

Filed Under: Teaching methodology

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