presentperfecsimplevscontinuous lp

A LESSON PLAN

HIGHLIGHTING GRAMMAR

USING A MACHINIMA

THE INPUT DIALOGUE WAS

DRAMATISED AND FILMED

IN SECOND LIFE

BY CAROL RAINBOW & MARISA CONSTANTINIDES

N.B. THE PLAN INCLUDES TWO ALTERNATIVE ROUTES

A PPP (PRESENTATION-PRACTICE-PRODUCTION) PARADIGM

AND AN ALTERNATIVE

A TBL (TASK BASED LEARNING) SEQUENCE

CHOOSE THE ONE YOU PREFEROR EXPERIMENT WITH BOTH

© CELT Athens Marisa Constantinides

LESSON PLAN

Level: Intermediate Age of Ss: Adolescents or adults

Primary Aims: Forms: To contrast Present perfect continuous with the present Perfect

Simple, e.g.What have you

BEENdoing all morning?

I've typing letters.You' ve reading a stupid novel.

You haven't typing!!!

How many letters have you typed? I've typed three.

Meaning: Activities continuing into the present or present time incomplete in contrast with completed activities with some current relevance with focus on quantity.

Functions: Checking on activities and amount of work done.

Skills: Speaking - controlled in elicitation, memorisation and practice; fluency practice

during the roleplay Listening - to the dialogue to understand content & pick out language Writing - very guided as in filling in the missing verbs in the dialogue frame

Secondary Aims: To review the Present Perfect Simple and Past Simple tenses (Simple & Wh-

questions) in contrast To provide opportunities for communicative practice using these two tenses

Materials: Picture illustrating context, video animation of dialogue, oral drills, F/Cs with cues, role cards.

Related previous knowledge: Present Perfect Simple all forms with 'ever', 'never', 'since', 'for', & 'already'.

New Lexis: NoneAnticipated Problems Strategies/Remedies

The joke in the conversation may not be understood by all the learners

Check understanding carefully (contrast letters to the post office with letters of the alphabet); replay if necessary

Phonological: Ss may be unable to produce short, unstressed vowel sounds & appropriate intonation patterns

Model dialogue lines clearly/carefullyEncourage dramatisation without words first.

Younger learners may be unfamiliar with secretarial duties

Elicit them clearly or prompt them with pictures/words during the warm up stage


TASK 1 – Revision Activity – mingling (Provisional activity as an alternative lead in_

All handouts in separate file (the ideal secretary)

Ask each other questions about experiences in your life up to now. Begin like this:Have you (ever) visited China?

If the answer is YES (I have), how will you ask for more information?What tense will you use?

When you finish with the three questions below, ask three questions of your own.

Have you (ever)……..?YE

S

NO

WH

EN

WH

ERE?

WH

O?

HO

W?

OTH

ER

FACT

S/

…met a famous person?

…eaten Chinese food?

…appeared on television?

…

…

TASK 2 Listen to the conversation for a second time and fill in the gaps with the right verb forms.BOSS: Catherine! (loudly)SECRETARY: ……………………BOSS: Catherine!!!!SECRETARY: Oh! Oh! Good morning, sir!BOSS: Would you please explain? What ___________________

____________________ all morning?SECRETARY: Well, sir, I __________________________, sir.BOSS: Typing? You ________________________________! You've

______________________________ that stupid novel sinceyou came in! None of the letters are finished.

SECRETARY: Well, sir, I __________________________, sir.BOSS: Oh, really? You ___________? Which ones?SECRETARY: D, E, and A, sir. I'm going to type R in a minute, sir.

Conversation transcript BOSS: Catherine! (loudly)


SEC: ……………………BOSS: Catherine!!!!SEC : Oh! Good morning, sir! (headphones off)BOSS: Would you please explain? What have you been doing all morning?SEC : Well, sir, I 've been typing, sir. BOSS: Typing? You haven't been typing! You've been reading that stupid

novel since you came in! None of the letters are finished.SEC: Well, sir, I've typed three sir.BOSS: Oh, really? You have? Which ones?SEC: D, E, and A, sir. I'm going to type R in a minute.


STAGE TEACHER ACTIVITY LEARNER ACTIVITY AIM OF STAGE MATS ORG TIME1

Lead

to to

pic/

cont

ext Show drawing/image of secretary

Ask Ss to brainstorm duties of a good secretary; time limit 2 mins Write ideas on the board as list

Pairs/small grps brainstorm what a good secretary does

Report to TCopy list from the board

Activate pragmatic knowledge

Recall of lexical field/ verb phrases related to secretarial duties

To check – list ideasShare phrases

drawing or magazine picture of efficient secretaryboard

class

pairs/groups

class7-8 mins

2 Le

ad in

to P

rese

ntati

on c

onte

xt

Show image; some general questions to identify context; Do Ss think this a good secretary?

Elicit what she is doing and what the boss might say to her when he comes in. Tell Ss that they will now hear this dialogue to find out. Set pre-question.:

'Which of the things on the board has she done today?'

Examine image; listen to teacher

Respond to questions

Suggest what the secretary is doing in the image

Suggest ideas, phrases boss might say (probably “You’re fired!” which is quite common)

Ss prepare for listening – look at ideas on the board

To introduce context of conversation

To stimulate curiosity & raise expectations

To predict ideas,

To provide a purpose for listening- to focus attention

Drawing or screenshot of video showing context; big size image at end of plan

Board

class


STAGE TEACHER ACTIVITY LEARNER ACTIVITY AIM OF STAGE MATS ORG TIME

3 Pr

esen

tatio

n(P

PP)

Plays taped conversation

Checks answer to pre-question

Checks to see if the Ls have understood joke in last line of dialogue

Listen and note which of the ideas on the board were mentioned in the conversation

Answer based on their predictions

Respond to T's check

To confirm or modify expectations made prior to listening

Listening for information

Video audio class 2’

Hands out Task 1 and asks Ls to listen for a second time to write down missing words;

Allows time for a quick reading. Checks understanding

Plays tape/Acts out dialogue again if necessary or shows completed script on a slide

Read gapped dialogue to anticipate what to liste forListen and fill in gapped conversation

Listening for information and language

Video & audio

Handout, Task 1

Indiv

3-4 mins



4 Ch

ecki

ng U

ndes

rtan

ding

Takes feedback from listening and builds a substitution table on the board with the missing sentences Asks Ls to copy itAsks concept questions, e.g.1. What time did she arrive today?2. Time now? Has she stopped reading? 3. Is the morning over?4. Which of the two forms shows the

action/time is not finished?5. Which form emphasises completed

jobs?6. How does the boss check?

9 a.m. Now Show time line to class and elicit which verb phrases match the wavy line

Answer T's Qs

Copy table

Respond to Teacher's questions

board class 5-6 mins



3 Al

tern

ative

Pre

sent

ation

Seq

uenc

e(T

BL)

T plays video without sound and asksSs to watch and take notes

Then asks Ss to write a few dialogue lines and do voiceover on video

Asks grps pairs to act our conversation as voiceover

T plays actual dialogue and asks Ss to listen and note down differences with own dialogue

Watch video sound off

Collaborate and use some language from lead in stage to write conversation

Deliver/ act out dialog lines in sync with soundless video

Listen and take notes

Report back to T

To experiment with language – to mobilize any language they have available in order to create a conversation

Video no audio

Video sound on

Class

Groups

indiv

2’

5-6’

3-4

3-4’

Back

to s

econ

d pa

rt o

f sta

ge 3

PPP

Hands out Task 1 and asks Ls to listen for a second time to write down missing words;

Allows time for a quick reading. Checks understanding

Plays tape/Acts out dialogue again if necessary or shows completed script on a slide

Read gapped dialogue to anticipate what to liste forListen and fill in gapped conversation

Listening for information and language

Video & audio

Handout, Task 1

Indiv

3-4 mins



5 Co

ntro

lled

Prac

tice

1

Show flash cards with prompts to help Ls memorise the dialogue linesModel for pronunciation and intonation; correct as necessary

Repeat changing roles

Invite open pairs to act out the parts across the class; rest of class helps & prompts as necessary

Stick flashcards on the board and ask pairs of students to act out the dialogue from memory

Half the class repeats secretary's lines; the other half repeat the boss's lines (Choral repetition)

Individual repetition

Act out parts in pairs

class

groups

open pairs

closed pairs10 mins


STAGE TEACHER ACTIVITY LEARNER ACTIVITY MATS ORG TIME

6 Co

ntro

lled

Prac

tice

2 Invites Ss to make comments about what the secretary has/hasn't been doing all morning and what she has/hasn't done using ideas from the list on the boardRepeat the drill using the 3rd personLs can continue in pairs as if they were boss and secretary

Make more sentences like this one:'You haven't typed any letters''You've been listening to your walkman all day'

'She hasn't answered the phone at all''She has been listening to music'

Ls' ideas listed on the board

class

pairs 5-6 mins

7 Co

ntro

lled

Prac

tice

3

Provide some oral prompts to elicit either simple or continuous tense: You started reading at 5. It's 6:30 You started on page 300. Now you are reading

page 350. You switched the TV on at 3. You are watching the

4th show now. You started listening to music in the morning.

Now it's lunchtime and you are playing your favourite record.

This is the 10th time you are listening to your favourite recor

Ss respond to verbal cues by commenting either using Present Perfect Simple or Continuous

none class 3-5 mins


8 Tr

ansf

er

Ask Ls to take part in a roleplay. Choose one of the two situations:EITHERYou are waiting for your friend to arrive. Your meeting was for 6 and it is now 7 o'clock. What do you say to each other when he finally arrives?ORYour mother returns home to find you watching television instead of doing your homework. Allow` time for group/pair preparationAsk learners to act out`T monitors & notes down serious errorsAsk a selection of pairs to act out partsProvide feedback on ideas and language

Ls prepare roles & lines orallyAct out parts

Correct self and peers

role cards or board

class

pairs

open pairs

10 mins


Screenschot of video – obtained via Prt Sc button


presentperfecsimplevscontinuous lp

Documents

practice fluency practice

input dialogue

present time incomplete

ideal secretary

ivetyping letters

lesson observation task

communicative practice

stage task