English faculty II english language Teaching methodology department№2

Step 3: Elicitation
Aim: to elicit the function of the present perfect from the students using concept questions.
Time: 2-3 minutes; interactive patterns: T-S
Guide the students toward the new tense and its function through the following concept questions:
T: Go back to the text. We know that Amira is living in the States now. But, did she live in another country before?
S: Yes. In Venezuela.
T: Correct. She is from Venezuela. When did she move to Dallas? Do you know?
S: (They may come up with 5 years ago, as they are familiar with the simple past tense and the adverbs in the past time. If not, make sure you guide them toward that answer.)
T: Very good. She has lived in Dallas for 5 years. That means that she moved to Dallas 5 years ago. (Make sure the verb is emphasized as well as the period; a time line can be drawn on the board to show when Amira was in Venezuela, and for how long she has been in Dallas. Time lines are good to show time periods visually). Is she still living in Dallas?
S: Yes.
T: How many years?
S: Five years.
T: Did she learn English when she was in Venezuela?
S: Yes. In high school.
T: Is she still learning English in Dallas?
S: Yes.
T: Did she like learning English in the past? Does she like English now?
S: Yes.
T: Great. So, in this text, Amira tells us about some of the things she started in the past and she is still doing in the present, and to express that she uses a new tense. We call this tense the present perfect. (Write the name on the board). Let’s see how we use this tense. Do we use the present perfect for actions that finished in the past? Listen: Amira has lived in Dallas for 5 years. Does it mean she is living in Dallas now?
S: Yes.
T: Correct. So, we use it to talk about actions that started in the past and still continue in the present. (Write the function on the board. Use the time line to show the connection of the past action in the present time.)