Getting to know you- Experiences

[K.Hardwicke]

Overview

This is an introductory lesson. Students get to know each other and start to experience the dynamics of the class by talking about their experience. The assumption is that students can form the present perfect simple and the past simple, although the lesson revises these forms. There is no new language presented in the lesson, although there are opportunities to review past participle/third form verbs. The focus of the class is on communication and developing fluency discussing experiences.

Learning Objective	Develop fluency. Improve fluency in the use of the present perfect simple and past simple. By the end of the class, students should be better at discussing their experience. Students should increase functional vocabulary and time expressions related to experiences and past events. Build general fluency and confidence in spoken English
Success Criteria	Students will have achieved the above and will only be making a small number of functional errors.
CEFR Links	Global scale - Table 1 (CEFR 3.3): Common Reference levels www.coe.int Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.

Resources and materials
What should the facilitator ensure they have to complete this lesson? e.g. Pencil, pen, worksheets.

ℹ Grammar Tip
The grammar in this lesson can be a little problematic grammar for learners, even to a high level, as the Present Perfect may not be the same in their language.

Key Vocabulary
Words will come up during the lesson that it would be nice for you to select for your vocabulary during the lessons. Some examples are below:

LEXICAL ITEM & WORD CLASS	MEANING/ PRESENTATION OF MEANING	CONCEPT CHECK QUESTIONS	PHONOLOGY
Driven	the past participle of 'drive'	What things do you drive? How old do you have to be to drive in your country?	???? /ˈdrɪv.ən/
Ridden	the past participle of 'ride'	What things do you ride?	????/ˈrɪd.ən/
Flown	the past participle of 'fly'	When you go a long way, what's the quickest way to travel? What things can you fly in?	?? /fləʊn/ ?? /floʊn/

For definitions, & phonetic pronunciation use: https://dictionary.cambridge.org/

Procedure

? Tip

As the game progresses, it is a good idea to write some of the more obscure past participles on the board.

Let students pick a name for their team.

Lead in / Warm Up / Introduction ( 20 minutes )

Past Participle Tennis: Classes play this game in small groups. The teacher can demonstrate with the whole class and then split then but will have to monitor the groups carefully. Tell students to prepare either individually or in pairs by writing down as many past tense verbs and their past participles as they can in five minutes. Tell them that the more difficult their verbs are, the more chance they will have of winning. The teams sit opposite each other in two opposing groups: Team A and Team B. One student from Team A says the past tense verb. One of the students from the opposing team, Team B, has to shout out the past participle. rules If a team does not respond immediately, gives an incorrect answer, or repeats a word, then the other team gets the point. The scoring is similar to tennis with the first team getting four correct answers winning the 'set'.

Presentation / Teacher Model (15 minutes )
Pre-teach the expression 'Have you ever': 'Have you ever + Past Participle.'​ ℹ Explain Explain that 'ever' means 'at any time in your life'. Elicit things from students using some of the past participles you wrote on the board. Get them to reply: 'Yes, I have.' Or 'No, I haven't'. Or 'No, never'.​ Get students to ask questions using either the verbs on the board or verbs from the list they wrote earlier. Explain to the students that if the answer is yes, they can ask questions using 'Wh..questions. Where/When/Who/What/How. Or Was/Were & Did? For these questions, they should use the past simple. Elicit some answers, using the forms above. e.g. Have you ever ridden a camel? Yes, I have. When? (short question form). I rode a camel when I was on holiday in Egypt.

Main Activities (20-60 minutes )

Controlled/Scaffolded Practice (20 mins) Phonology Emphasise rising intonation on open or 'wh' questions. ↗︎ What countries have you been to recently?​ And falling intonation on closed or 'yes/no' questions. ↘︎ Have you ever been to China?​ Give each student a cue card. Tell students that they should; Find someone who has done the thing written on the card. Ask the [have you ever] correct question form for the following.. On the card are the prompts 'play/cricket' Elicit the question. 'Have you ever played cricket?' Ask or elicit the correct question forms to check that student can ask the correct questions for the prompts on their activity sheets. At this point, you could remind students that when we have a definite time with no connection to now. e.g. in 2017, last week, yesterday, at 6.00 pm, we use the past simple.​ Then get the students to ask their classmates for more information using the past simple questions- Who, what, where, when, did? ​ e.g. When did you play (cricket)? Who did you play for? Where did you play? Did you play at school?​ ​ Students then write it on their cue cards in the blank spaces; Students ask people on their table, or better still, mingle in the class asking each of the other students one question. They have to make a note of whether the answer was positive or negative and the response to the questions. Students then write words on the blank part of the cue cards and repeat the process using their word in the question. Feedback (5 mins) Remind/teach students the 3rd person singular form of the verb. i.e. Jose has never been to a football match. Julia went to Greece on holiday in 2017.​ Get the students to report from their completed cue cards, the responses of the others. Free practice 1 (10 mins) Find Somebody Who Give each student a cue card. Elicit the question they would need to complete the card and if possible get more information. e.g. You would ask: Have you ever met a famous person? When did you meet? Where did you meet them? Ask students to complete the card with three more cues. Get the students to mingle and complete their cards getting as much information as possible. Presentation 2 (5 mins) The Last 10 Years Remind students how to form the Present Perfect Continuous/Progressive e.g. Have/has + been + verb + ing Michael has been waiting.​ Explain the use - Longer actions/duration, repeated actions or actions in progress from the past until now e.g. I have been waiting here for 20 minutes.​ Quick Concept Checking Question Have I been waiting here in the past? (a. yes)​ They have been coming here on holiday for the last six years. I've been learning the Present Perfect today. It's horrible.​ Free practice 2 (20 mins) Give one of the 'Ten Years Later' cards to each student. Get them to complete the card with imaginary details about themselves. (some sections have already been filled in as an example) Tell the students that they are at a party and they haven't seen the person they are speaking to for ten years. Elicit what they might ask them relating to what is written on the cards. e.g. What have you been doing since I last saw you? When did you start that? Have you been to many different countries? It can lift the energy level of the class and is useful for Asian students if you can get them to express great interest- 'Really!' That's great!' (with rising intonation) or 'No!' 'Your joking!' (falling intonation)

Extension Task (10 mins)
Students are now going to use 'has'. You can consolidate this with simple drilling e.g. He has been to Spain | She has been to Spain | It has been to Spain Has he been to Spain? etc (This is also a good time to practice the rising and falling intonation covered earlier) Get students to report what they discovered in the first activity e.g. Abdulah has never built a snowman.

Plenary / Assessment ( 20-50 minutes )

Concept check by using the vocabulary used during the lesson to make present perfect and past simple questions. for example, ask students to ask each other questions using 'Have you ever..?' 'Have you...(been/seen/eaten)..?' 'When did..? It's nice to use things related to where you are in the world, if you would like some prompts try: ????????????????????????⛸??⛷???️‍?‍?‍??‍?️‍??‍?‍??‍?‍?‍?‍?‍???????????✈??????????????????? If you have a few advanced students, you can put them into a group and they can practice saying what another has done and say it to you or the group, e.g. He has seen a basketball match | She has eaten shrimp ℹ You can let students write notes to help them remember if they have a few questions.

Problems that might occur	What I will do
Students may overuse the present perfect e.g. 'I have been there yesterday'	Reinforce the concept that with the present perfect there is a connection with the present. Use time expressions- Yesterday/last.../...ago/at.../in.../on... Explain that they are not used with the present perfect.
Students may be unfamiliar with some past participles	Keep a list of the past participles that come up during the lesson written on the board.

Worksheet/Handout Previews
Cue Cards​	Cue Cards​	10 years later​