English faculty II english language Teaching methodology department№2

Step 6: Mechanical practice
Aim: practicing fluency with a substitutional drill.
Time: 5 minutes; interactive patterns T-S
Aids: cards with past participle verbs.
Choose one of the cards, and make a sentence. Example: I have lived in Dallas for five years.
Have students repeat: I have lived in Dallas for five years.
Then, change the time reference, for example: for two years. Students have to substitute the new phrase: I have lived in Dallas for two years. Then, change the verb. Example: have danced salsa. Students have to substitute the new verb: I have danced salsa for two years Give students different prompts (verbs, or time references) alternatively.


Step 7: Mechanical practice
Aim: practicing different types of sentences with a transformational drill.
Time: 5 minutes; interactive patterns T-S
Aids: cards with past participle verbs.
T: Amira has met nice people. (Question)
S: Has she met nice people?
T: (Negative)
S: She hasn’t met nice people.
And so on with more examples.

Step 8: Communicative practice
Aim: practicing asking and answering questions using the present perfect tense and adverbs.
Time: 10 minutes; interactive patterns S-S
Aids: Paper and pen
Students ask one another questions to find out about what their classmates started in the past and are still doing in the present.
Example:
S1: Have you lived in this town for a long time?
S2: Yes. I have lived here for ten years.
S1: Have you made many friends here?
S2: Not really. I have not made many friends.
PRODUCTION STAGE
Aim: The students write a paragraph in a less-controlled way using the present perfect tense with the function they have learned in this lesson.
Time: 20 minutes; interactive pattern: individual work; group work.
Students are encouraged to write a paragraph using the present perfect to describe actions that they have started in the past and they are still doing in the present. It could be about their present hobbies, jobs, studies, etc.
Then, students will pick the activity they prefer the most and share it with the class. The other students give feedback explaining if they have also done the same or not, how often they do it, when they started it, etc. They may use the simple past as well as the simple present if necessary.