CLASS PLAN

GRAMMATICAL STRATEGIES TO ENHANCE

“THE PERFECT PRESENT”

Level 1

Topic 90 MINUTES

Diagramming Sentences
One of the older forms of teaching grammar, diagramming sentences,
first appeared in the 19th century. This method involves visually
mapping the structures of and relationships between different aspects of
a sentence.
Methods for
Learning Through Writing
teaching
This method is often used in schools in the U.S. and Canada. Students
gramar
are encouraged to explore language through creative writing and
reading, picking up correct grammar usage along the way. If there are
specific problems with certain grammatical rules, these are covered in a
more structured lesson. 

Inductive Teaching
The inductive method of teaching grammar involves presenting several
examples that illustrate a specific concept and expecting students to
notice how the concept works from these examples.

Interactive Teaching
Another method of teaching grammar is to incorporate interactivity into
lessons. Using games to teach grammar not only engages students but
also helps them to remember what they’ve learned

Boardwork presentations
For a quick and easy presentation of new language, the board is the
Techniques for
obvious resource to exploit. Start by building a context. For example, a
teaching
traveller’s suitcase covered in stickers of places she’s been provides an
grammar
easy-to-establish context for the present perfect for experiences.
Using realia
Bringing objects into the classroom or using the objects you find in the
 classroom can help bring a grammar point to life and create a physical
memory hook. Realia can be used to create a context for the target
language. 

Drilling
To help students pronounce new language correctly, get them to say it
repeatedly so you can check for accuracy. By experiencing the
movement of the mouth as they say it, students reinforce their learning
in a different way from when they write it down and see it.

Exploiting feedback stages

Feedback on activities is not just about seeing how many questions
students got right; it is an opportunity to achieve several teaching
objectives: to check understanding, correct persistent errors, share
interesting information, revise rules and to draw conclusions.

Deduction: This means using rules to work out the answer or how to do
something. It is especially useful for grammar, for example Rule: To
change normal speech to reported speech.

Recombination: This means joining together things you already know

to make new things

Strategies for Writing your own grammar book: this can contain rules, examples
teaching (e.g. from newspapers or magazines), your notes (e.g. on things you
grammar don't understand), lists of exceptions, etc.

Using new grammar: after you learn some new grammar, use it in
conversation or writing, and see what your listener's or reader's reaction
is: do they understand you? You can ask "Did I say that right?"

Get a grammar book: come to CILL or go to a bookshop and look at

the different grammar books. Choose one that you understand.

Read and listen: to see how writers and speakers use English grammar
to communicate their ideas.

conceptual contents
 Recognize the grammatical structure of the Present Perfect in its
three forms: affirmative, negative and interrogative.
 Create short questions and answers.
 Learn about adverbs and their use in present perfect sentences.
 Learn at least 30 participles of regular and irregular verbs.
  Identify the Present Perfect in everyday situations and
conversations.
 Differentiate the past simple and the present perfect on the timeline
Procedural
 Listen and observe dialogue in Spanish and English with structures
learning of Present Perfect.
contents  They are presented with the Present Perfect verb tense where
students learn its structure in a didactic way in its different forms.
 They learn new verbs in the participle by exercising didactically
(Soup of Letters, Bingo)

Attitudinal

Promote closeness between formal content (Perfect P.)

Share and respect colleague.

General Recognize and manage a lexicon of approximately 1,000 words that

Standard consider the terms already acquired in Basic Education.

 Recognize the three types of text by differentiating, for example,

Specific between an instruction and a description or performing tasks that
Standars demonstrate understanding of spoken or recorded texts.

 Complete and / or write phrases or sentences to solve tasks designed

to demonstrate listening comprehension and reader.

Introduction:

The following activities will rescue the previous knowledge through exercises referring to
the grammatical times seen; the review will be carried out from a reading that contains the
grammatical topics that the student has seen. This reading will also contain the new
grammatical tense so that the student not only remembers the topics already learned but at
the same time begins to become familiar with the new structure and grammatical form of
verbs.

Stage 1: Initial Activities

They listen and observe dialogue in Spanish by completing the activity “complete
the gaps ”the forms in Present Perfect.

Activity 1.
Warm up or
Inroduce the To break the ice and awaken the spirits of the students, the following
topic activity will begin

Guess my Word.
One student stands in front of the class, the teacher writes a sentence on
the board and the rest of the students have to give clues so that the one
in front of them can find out the word.

Presentation Activity 1

For the verb review, students will locate 20 verbs in base form in an
alphabet soup, then they will fill in a table where the following
grammatical forms are found: Infinitive, past, third person and past
participle. In case you have any questions, you can lean on your verb
sheet.

Activity 2

To review the grammatical tenses seen, the teacher will write a simple
reading that contains one to two sentences of the following topics Verb
to be in present, present progressive, past progress, simple present,
simple past and idiomatic future. three to five sentences of the new
topic (Present Perfect) will be added.

Stage 2: Development Activities.

The following strategy will be used for the development of activities

Recombination: this means putting together things you already know how to do
new stuff. For example, if you know that the simple past tense is used to describe
things that happened in the past that have ended, and you know the
The present perfect is used to describe the experience, you can make a sentence
which includes both:
"I visited Cartagena for the first time in 2018. Last summer I went there again, so I have
been
there twice. "

Activity 1

Practice The teacher will explain that it is a topic that is used to talk about the
aspects that have happened, in the same way it serves to talk about the
achievements that have been obtained throughout life.

Then it will provide a detail of the grammatical elements of this tense

and the form in which the verbs should be: past participle.

You will provide various examples to the students, and resolve their
doubts.

Activity 2

The student will execute a cognitive map in the shape of a rainbow and
will write the aspects that have not happened in their life and of which
they feel proud.

For the writing of the sentences the students will use their verb sheet
and a dictionary.

Activity 3

For the interrogative form, the teacher will explain to the students the
grammatical form and will comment that this time is very common to
be occupied in the game of the bottle or truth or challenge, which serve
to know personal aspects that have happened in the life of the students.

Activity 4

Finally the teacher will practice the pronunciation and writing of 25

irregular verbs in the past participle.

The teacher will pronounce and later invite the students to do so after
him.

Stage 3: Final Activities

This stage corresponds to the development of activities that will demonstrate the
acquisition of the knowledge requested by the teacher.

The teacher will explain to the students what the project will consist of
Project "My favorite artist" which will be an interview with an artist or athlete,
according to the student's preferences.

The questions will be elaborated in Present Perfect.

Setting Students will be given a checklist, which will explain the criteria they
Homework
want in the job.

The product will be prepared as a magazine and using colored sheets

and illustrations that relate to the questions

On the delivery day, the evaluation is individual, in the classroom and

with the checklist to provide the student with feedback on their project.