PPP Grammar lesson table

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PPP Grammar lesson table
(M = Meaning, P = Pronunciation, F = Form)
What is the target form? (F)
Present perfect
Affirmative form:
Subject + have/has + past participle
e.g. I’ve ridden a camel
What is the model sentence you will use to begin your
p resentation?
I will begin by eliciting a question (based on one of the students’ examples in warmer) e.g. ‘Have you been
to Paris?’ then from that elicit the affirmative: ‘ I’ve been to Paris ,’ which I will use as model
What are the negative and questi
on (interrogative)
forms of your model sentence? (
Model sentence in negative form
: I haven’t been to Paris /She hasn’t ridden a camel
Form
: Subject + have/has + not + past participle?
Model sentence in question form
::’Have you (ever) been to Paris?’ (or Have you (ever) ridden a camel? Or
similar depending on student starting examples)
Form
: Have/Has + Subject + past participle?
What is the function? (M)
Talking about general life experiences.
Events/actions that occurred at some unspecified time i
n the past before now.
The time period is conceived of as unfinished
the event happened at some point before now so there is
a kind of connection with the present. If we are talking about someone who is dead (e.g. Shakespeare), we
would not use pre sent perfect as there is no connection with the present.
What do students need to know about the
pronunciation? (P)
Stress and weak forms
In affirmative form the subject and auxiliary verb are usually contracted:
I’ve, he’s
etc.
In negative form the a
uxiliary verb and not are usually contracted: haven’t, hasn’t
(We also use
he’s not , they’ve not etc. but this is less common so I will not present in this lesson)
Affirmative:
Main verb carries stress and any content words following the verb. The main st
ress falls on the last content
word in the clause.
She’s
met the queen
They’ve
sailed round the world .
Negative: auxiliary verb+n’t carries stress and any content words following the verb
I
haven’t sailed round the world .
Intonation
Question form: For y
es/no questions the voice rises at the end ( ➚
Affirmative and Negative forms: voice normally falls at the end (

What is the context I will use to introduce the form?
What is the context I will use to introduce the form? (M)(M)
Talking about interesting personal experiences.
Talking about interesting personal experiences.
How will I try to elicit t
How will I try to elicit the present perfect from the he present perfect from the students?students?
I will use a student example of a past experience to elicit the question ‘Have you ever….?’
I will use a student example of a past experience to elicit the question ‘Have you ever….?’
How will I encourage students to
How will I encourage students to analyseanalyse the form the form (S+V etc) themselves rather than just telling them what it (S+V etc) themselves rather than just telling them what it is? (F)is? (F)
I w
I will put example questions and sentences generated from student examples on the board then analyse as ill put example questions and sentences generated from student examples on the board then analyse as a classa class
What concept questions will I ask to check students
What concept questions will I ask to check students understand how the form is being used/what it means? understand how the form is being used/what it means? (M)(M)
When are we talking about? Past, p
When are we talking about? Past, present or future? (PAST)resent or future? (PAST)
Do we know exactly when in the past? (NO)
Do we know exactly when in the past? (NO)
Did it happen at some time before now? (YES)
Did it happen at some time before now? (YES)
What timeline can I use to help students understand
What timeline can I use to help students understand sentences such as “She has been to Turkey”? (M)sentences such as “She has been to Turkey”? (M)
I will adapt from this:
I will adapt from this:
(see bibliog
(see bibliography for source)raphy for source)
How will I get students to practise the pronunciation?
How will I get students to practise the pronunciation?
Drilling and practice activities
Drilling and practice activities
What controlled practice activities will the students
What controlled practice activities will the students do? (F)do? (F)
Use student examples from the Warmer to create mini dialogues following thi
Use student examples from the Warmer to create mini dialogues following this patterns pattern
Have you ever ridden a camel?
Have you ever ridden a camel?
Yes, I have.
Yes, I have.
Really? When did you ride a camel?
Really? When did you ride a camel?
Last year.
Last year.
(if time) Students to work to write 2 sentences about something they have done and something they
(if time) Students to work to write 2 sentences about something they have done and something they haven’t done + a question. haven’t done + a question.
e.g. I’ve seen Ariana Grand
e.g. I’ve seen Ariana Grande. Have you ever seen Ariana Grande?e. Have you ever seen Ariana Grande?
I haven’t been to Russia. Have you ever been to Russia?
I haven’t been to Russia. Have you ever been to Russia?
What freer practice activities will the students do?
What freer practice activities will the students do? (M)(M)
Using the board game, students will talk about past experiences and play a true/false game to genera
Using the board game, students will talk about past experiences and play a true/false game to generate te questions. questions.

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