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Objectives (SWBAT):
Students Will Be Able To
1. Speak, ask questions, and respond using already, yet, still in the appropriate context.
2. Write sentences using already, yet, still in the appropriate context to describe a
situation.
3. Use present perfect tense through performing structured role-play
4. Pronounce words ending in -ed adhering to NAE pronunciation rules
Theme: Making Progress
Extensions: Practice pronunciation using online resources. Complete worksheets
individually if they have time.
Aim/Skill/Microskill
Activity/Procedure/Stage
Interaction
Time
T-SS
1 min
Homework Check:
-T asks Ss to take out their homework
from last night and have them share
with their partner sitting next to them.
-T goes around the classroom and
listen in what the Ss has to say while
also giving compliments and
encouragement. T will ask S who
SS-SS
3 min
Activity 1:
Distinguishing Differences
between Past Tense and
Present Perfect Tense
1 min
(5)
T-SS
5min
SS-SS
10min
Transition to #3:
Now that the T have
refreshed the Ss of the two
tenses, it is now time to
introduce already, yet,
still.
SS-SS
5min
(20)
Activity 2:
Already, Yet, Still
Have you done it yet
Activity
T-SS
10min
Partner B:
Yes, I have already ________.
No, I havent ___________ yet.
No, I still have not __________.
T-SS
5min
10min
5 min
cards.
Transition to #3:
So far youve already
learned the form, the
meaning and the use of
present perfect tense but
theres one more aspect of
the present perfect that we
havent really looked at yet
which is the
sound/pronunciation. In
terms of form, we add -ed
at the end of the verb, but
what sound did we add? In
another word, how does the
-ed pronounce?
Activity 3:
-ed Pronunciation
Practice
3.1 Pre-Stage:
-T writes down a couple of irregular
words on the board (reduced, laughed,
checked, talked, watched; learned,
joined, subscribed, performed group
the words based on the voicing feature
of the final consonant when writing on
the board)
- T asks ss how is the -ed
pronounce? ([t][d])
- T asks ss what makes the -ed
pronounced differently (the sound at
the end of the regular verbs)
- T asks ss if they noticed when-ed is
pronounced as [t] and when as [d],
gives hints (underline the final
consonant of the regular word)
- T asks ss to read the regular form of
the words above aloud to themselves
and ask them if theyve noticed what
features the sounds at the end of the
words share in common in each set
(consonant & voicing)
- T Introduces the concept of voiced
and voiceless sounds and consonant
clusters (asks ss to plug their fingers in
their ears or put their fingers on the
throat and pronounce the final
(30)
T-SS
15min
15min
5min
5min
(25)
Activity 4:
Present Perfect Integrated
Skill Activity Role play
4.1 Pre-Stage:
T-SS
- Have ss pick a card (with number on
it 1 and 2) randomly
-Ss with number 1 will be assigned
role 1 (parent), ss with number 2 will
be assigned role 2 (daughter/son)
- T reads the description of each role
(projected on the screen) with ss,
explain to them the situation and the
goal of each role
(Role 1: Parent. You have a teenage
daughter/son who wants to talk to you.
You think s/he wants to stay out late
tonight with her friends because there
is a party. However you dont want
her to go because you dont think s/he
has finished her homework or
housework yet. You want to check
whether or not shes done them yet.
Role 2: daughter/son. You are a
teenager. You want to stay out with
your friends tonight but you havent
finished all your homework or
housework yet. Your mom is going to
check whether or not you have finished
your work yet. Tell your mom what you
have done and what you havent done
and try to persuade her to let you go to
the party)
- T elicits from ss the sentences they
are going to use.
For role 1, what question do you ask
if you want to check whether or not
your child has finished his/her chores?
have you .yet? For the role of I
haventyet Ive already (For
role 2, what should you answer if you
have finished your work I have
already If you havent finished I
have notyet) sentences written on
the board
- T explains that in order for the child
to successfully persuade the parent s/he
needs to give
reasons/promises/excuses, so T asks ss
to add BUT________ after the
10min
the ss to make
- T Asks ss to write down their
conversation on a piece of paper
3.2. During Stage:
- Ss work in pairs and discuss and
prepare for the role-play they are going
to do in front of the class
SS-SS
15min
SS-SS
10min
3.3 Post-Stage:
- Each pair does the role play in front
of the class
Tangible Outcome & T. feedback/peer
feedback:
- Tangible outcome: The script
of the conversation ss created that
is written down on a piece of paper
- T feedback is given during ss
pair by helping them creating their
conversation
-T will remind students of the
homework for the day.
5 min
Wrap-up
Lesson Evaluation Procedures:
Practicing and Assessing already, yet,
still; Complete the homework for
Have you done it yet by writing out
3 sentences using already, yet, still.
Materials:
-Powerpoint file explaining grammar points; As backup plan, content may be written out
on whiteboard should technology fail.
-Past Tense vs Present Perfect worksheet (14 copies)
-Have you done it yet worksheet (14 copies)
-Practice speaking worksheet (14 copies)
-Whiteboard markers/eraser
(5)
Grammar lessons are always difficult given students are not consistently at the same
level. A major problem we anticipate is that students will not be able to understand the
already, yet, still lesson given they do not remember or have never learned about the
present perfect tense. To assure the already, yet, still lesson is meaningful, we decided
to dedicate a good portion of the time on reviewing past tense vs. present perfect and also
some of the commo past participles used, including irregulars ones.
Another problem associated with the discrepancy in levels is that two people of lower
level may be paired together (ie. They often sit next to each other) and so the T may need
to pair the lower level students with a higher level one. Or if necessary, the T may
provide one-on-one assistance to make sure the S is caught up.
Lastly, as T we recognize that grammar lessons are not always very fun. Some students
will be bored and some will be unwilling to participate and/or be very quiet. We believe
it is important to be honest with our students in letting them know that it is not the most
fun topic, but that is important to learn already, yet, still as it is commonly used. We
will try to create a more lively atmosphere by conducting group/pair activity and even
incorporating a mini Have you done it yet game. Students who are more quiet may be
called on to share with the class as a way to get them more involved with the class.
An anticipated problem for the role play may be that there is are odd number of students
in the class. The suggested solution would be for the teacher to be students partner.
Post-Lesson Reflections:
After the lesson, we believe that the unit could have been better if the grammar
worksheets were better tied into the Making Progress unit. Instead of giving pure
practice and out-of-context grammar worksheets, it would have been better to build a
worksheet around the unit theme. This way, old and new vocabulary may be
reintroduced/introduced and previous content may be reviewed while practicing
grammar.
The role-play activity went really well and was effective in terms of students learning
how to practice using already, yet, still and the present perfect tense. Students were
actively participating and were eager to share with the class their role-play.