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Go: JHS GrammarStudy at Juku

 

SUBMITTED BY: Mark Rinella


EDITED BY: まだ

GRAMMAR: Present Perfect Verb

EXAMPLE: How long have you played the recorder? I have played the recorder for 6 years.

DATE ADDED: Jun 02, 2011

 

    Large Classes (16-39 Students)ÓHuge Classes (40+ Students)ÔBad/Misbehaved ClassesÕ

  SpeakingèListeningé

20-30 min.

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BRIEF OUTLINE:  Students practice Present Perfect Verbs by answering questions in search for their partner.

 

MATERIALS NEEDED:

 

DETAILED EXPLANATION:

    1. After writing the Target Language (TL) on the blackboard for the students reference, Students (SS) stand and push their desks to back of the classroom (as in cleaning time).
    2. Each student receives an activity prompt card. Each card is one of a matching pair and it has an activity and a duration written on it. Cards are matched by having the same activity. The activities (verb phrases) are written in the simple present and needs to be changed by the student in order to be used with the TL.
    3. SS practice the TL while searching out their partner. Standing and walking around the classroom, SS choose who they want to speak with.
    4. In the event of a positive answer (card match), the two SS have finished and move off to the sides of the classroom and watch the remaining SS participate. In the event of a negative answer (no match), the two SS switch the cards they’re holding and continue on to a new partner, asking and answering again
    An example interaction may look like this:
    S1 “Have you (played tennis)?”
    S2 “No, I haven’t.” <SS exchange activity cards, then mingle off in different directions
    - or -
    S1 “Have you studied at Juku?”
    S3 “Yes, I have. Have you studied at Juku?”
    S1 “Yes, I have. How long have you studied at Juku?”
    S3 “I have studied at Juku for 3 years. How long have you studied at Juku?”
    S1 “I have studied at Juku since I was five.” <Student pair #1 and #3 have finished and may move off to the side>
    5. Again, if their cards have matching activities and both students have successfully asked and answered using the TL.
    6. SS should answer according to the information on their cards and use ‘for’ or ‘since’ accordingly
    Continue until all students have found their partner.

     

    VARIATIONS:

    • Tables may not need to be moved if there is sufficient space for SS to move and mingle.
    • You may wish to give out the Activity Prompt Cards before SS stand up and begin to move
    • Erase the blackboard before beginning / 2 minutes in.

       

      TEACHING SUGGESTIONS:

      • This activity practices the main language of New Horizon 3, Unit 2, pages 12-13, but can easily be used with any textbook.
      • Before beginning, you may consider a ‘for’ vs. ‘since’ review activity if you suspect there may be confusion over which to use.
      • Much of the explaining can be removed by demonstrating using volunteers.
      • Experiencing a little bit of gender awkwardness? Once paired, have the boys and girls stand to opposite sides of the classroom.
      • Listening and repeating the TL just before beginning an activity is always a great way to eliminate the initial English jitters.
      • This game might seem a tad elementary for the Intermediate level, however the constant switching of cards every time a negative reply is heard not only increases the difficulty but constantly challenges the student to remain engaged, to understand and make use of the new phrases s/he is holding, and be able to adapt to new Q&A on the fly.

               

              TIPS/CAUTIONS:

                • By this point the students have not yet learned the past participle (if you are using the New Horizon series) and so if creating your own activity prompts, be sure to choose verbs that have the same past participle form as simple past.
                  • go – gone, be – been, eat – eaten (not yet learned)
                  • like – liked, play – played, walk – walked (ok)



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This page was last modified on Monday, March 26, 2012 09:10:01 AM