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Student Name: Emily Wilkinson Class: English Grammar Structure & Methods

Date: May 31, 2017 Assignment: 50-minute lesson plan

Instructor Name: John Moran Quarter: Spring 2017

CONTEXT

Subject: Grammar
Student Level: Intermediate
Teaching Context: USA, UCR Extension
Class Size & Student Ages: 15 students, aged 18-25
Topic: Present Perfect tense without for/since

RATIONALE

Students need to be able to use the Present Perfect tense to describe actions that have been
completed in a time frame that has not been completed.

OBJECTIVES

Students will be able to choose between the present perfect and simple past forms based
on context, with 80% accuracy.
Students will be able to produce affirmative and negative present perfect sentences to express
completed actions during uncompleted periods of time, with 80% accuracy.
Students will be able to formulate Have you questions using the present perfect, with 80%
accuracy.

SOURCES
1. Adapted from English Verbs: A Communicative Course Using Story Squares. Sheehan.
Prentice Hall, 1996. p. 75.
2. Adapted from Expeditions into English: Grammar 1. Prentice Hall College Div. Upper
Saddle River, 1991. p. 213.

MATERIALS

Three handouts: campaign speech (pattern in context), worksheet (meaningful activity), game
ideas (communicative activity)
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Lesson Plan Phases:

Present the Pattern in Context (4 min)

T hands out the attached campaign speech to Ss. T invites Ss to follow along as she reads aloud.

Comprehension Check (3 min)

T asks Ss:
Are there any words you didnt understand in this speech? (governor, miner, plains)
What did Steve do for Montana businesses?
Why does Steve think he is the best candidate for governor?

Identify the Pattern (4 min)

T says, Every time Steve talks about his past experience, he starts the sentence the same way.
How does he start the first sentence? Ss answer I have/Ive as T writes on board: I have
worked

T asks Ss to underline all verb phrases like this. After 2 minutes, T asks Ss for some examples.

Formal Explanation (6 min)

T writes on board: Steve has developed plans for businesses. T tells Ss that Steves opponent
in the governor race, Jeff, does not have any of the same experience as Steve. T asks Ss how we
can make this sentence negative to talk about Jeff and writes: Jeff _____ developed plans for
businesses. Ss say hasnt and T fills in blank.

Then T writes, Steve has worked in four departments of the government. T says, Did Jeff
work in four departments of the government? No. How can we change this sentence to talk about
Jeff? T transforms sentence on board to say, Jeff ______ worked in ____ departments of the
government. Ss should help T fill in blanks with hasnt and any. T tells them we can also
say Jeff has never worked

T asks Ss, Who likes to use facebook? Did anybody use facebook today? Ss raise their hands.
T writes a sentence: Many students have used facebook today. T asks, Who did not use
facebook today? T changes the sentence with one students name (or uses herself as an example
if needed): S hasnt used facebook today.
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T tells Ss that this tense is called present perfect and writes the formula on the board:
have/has + (not/never) + past participle.

Mechanical Exercise (4 min)

T writes +, - and ? on the board and begins modeling:

T says: Steve has worked in the government. T says I and points to -.

T says: I havent worked in the government. T says downtown and points to +.
T says: I have worked downtown. T says Laura and points to ?
T says: Has Laura worked downtown?

T begins drill by by motioning to different Ss to complete the following sentences:

T says visited San Francisco

S says: Laura has visited San Francisco. T points to ? T says you
S says: Have you visited San Francisco? T points to ? T says tried sushi
S says: Have you tried sushi? T points to - T says I
S says: I havent tried sushi. T points to + T says lived in more than one city
S says: I have lived in more than one city. T points to ? T says Matthew
S says: Has Matthew lived in more than one city? T points to - T says been married
S says: Matthew hasnt been married. T points to + T says to Europe
S says: Matthew has been to Europe. T points to - T says I
S says: I havent been to Europe. T points to ? T says seen an elephant
S says: Have you seen an elephant?

Functional Explanation (7 min)

T asks S, Does anyone like to go to the beach? Ss raise hands.

T picks a S and prompts class for form then writes OTB S has gone to the beach.

T asks Did anyone go to the beach last year? Ss raise hands.

T picks a S and writes OTB S went to the beach last year.

T asks Did anyone eat sushi this week? Ss respond.

T picks a S who did not raise his hand and writes OTB: S hasnt eaten sushi this week.
T says, If S hasnt eaten sushi this week, then I know S did not eat sushi yesterday. T writes
OTB: S didnt eat sushi yesterday.

T asks Ss if they can guess the rule for when to use Present Perfect and gives them 1 minute to
discuss with their neighbor.
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T says: We use the Present Perfect to describe a past action that happened- or didnt happen-
during a time period that is NOT over or completed.

T points to the first beach example and says: Could S go to the beach again? Yes of course,
because his/her life is not over! The time period is not complete, so we use has gone.
T points to the sushi example and says: Could S eat sushi this week? The time period of this
week is not over, so we use the present perfect- hasnt eaten.

T says: We use the simple past when the action is completed AND the time is completed.
T points to the second beach example and says: Is this time period complete? - Yes. Can S go to
the beach again last year? No, thats impossible, so we have to use the simple past tense,
went.

T points to the second sushi example and says: Is the time period complete? Yes. S cannot eat
sushi last night because last night is already over. So we have to use the simple past tense,
didnt eat.

Meaningful Exercise (8 min)

T distributes the Simple Past or Present Perfect? worksheet to Ss and goes over the first two
examples with them, noting that one is present perfect and the other is simple past. T tells Ss they
will have 5 minutes to complete the worksheet and walks around to check on them as they work.
Then T calls on Ss to read their answers.

Communicative Exercise (14 min)

T explains that we are going to play a game that is popular at American parties, called Never
Have I Ever. The point of this game is to think of activities that you have not done in your life,
but other people probably have. T gives a couple of personal examples: I have never pierced my
nose. I have never been to Asia. T gives some examples of categories to help with
brainstorming: movies, countries, food, life experiences, etc.

T passes out a list of verbs to Ss to help prompt ideas, and tells Ss they can use these or any other
verbs and that they will have to put them the present perfect form to describe things they have
not done. T tells them to use the form have + never + p.p. T says they will have 4 minutes to
prepare 3 or 4 statements.

After 4 minutes, T leads class in going around the room taking turns saying their statements. T
tells Ss that after each S says a statement, the other Ss get a point if they have done the activity,
so they should keep track. At the end of the game, T explains that in the typical version of the
game, whoever has the most points loses!
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STEVE FOR GOVERNOR
Campaign Speech
Folks, I hope you agree that Im the best candidate for governor of this state. I have worked in
four different departments of the state government. Ive gotten federal money for the
construction of new highways. I have improved conditions for our young people. Ive developed
plans for Montana businesses to sell their products outside the state. Ive worked with miners to
bring new technologies to Montana. And, most recently, as Director of the Department of
Natural Resources, Ive struggled to protect our environment, from the plains in the East to the
mountains in the West!

Source: Adapted from English Verbs: A Communicative Course Using Story Squares. Sheehan.
Prentice Hall, 1996. p. 75.

STEVE FOR GOVERNOR

Campaign Speech
Folks, I hope you agree that Im the best candidate for governor of this state. I have worked in
four different departments of the state government. Ive gotten federal money for the
construction of new highways. I have improved conditions for our young people. Ive developed
plans for Montana businesses to sell their products outside the state. Ive worked with miners to
bring new technologies to Montana. And, most recently, as Director of the Department of
Natural Resources, Ive struggled to protect our environment, from the plains in the East to the
mountains in the West!

Source: Adapted from English Verbs: A Communicative Course Using Story Squares. Sheehan.
Prentice Hall, 1996. p. 75.
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Simple Past or Present Perfect?

Complete each sentence using the present perfect or simple past tense of the verb in parenthesis.

1. I (be) _have been_ to Chicago four times.

2. I (be) _was_ in Chicago last week.

3. We (live) ____________ here for the last three years.

4. We (live) _____________ in New York from 1970 to 1981.

5. They (go) ___________ on vacation to Europe last summer.

6. They (go) _________ on vacation to Europe several times.

7. Doug (see) ___________ his parents last weekend.

8. He (see) _____________his parents four times this semester.

9. Andrea (become) __________ a lawyer two years ago.

10. Andrea (become) ___________one of the best lawyers in the city.

11. I (visit) ____________the Middle East twice.

12. I (visit) _____________the Middle East in 1989.

Source: Adapted from Expeditions into English: Grammar 1. Prentice Hall College Div. Upper
Saddle River, 1991. p. 213.
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NEVER HAVE I EVER

Have See Eat

Watch Be Lose

Go Live Find Have

NEVER HAVE I EVER

Have See Eat

Watch Be Lose

Go Live Find Have