LESSON PLAN 1 LESSON: Present perfect active and passive

Teacher: Duaa Abdelrahman Ali Subject: English

Grade: 9 Unit: 2 (Habitat Date: 10/10/2019

advanced 2 interactions)

SKILLS AND UNDERSTANDING

Students will be able to:

 Apply the present perfect tense in written and spoken language.

 Recognize the differences between the passive and active present perfect.

Link to prior learning: Students will need to be familiar with the following:

 Students are familiar with the present simple tense and the past simple tense as well as the
most common regular and irregular verb forms in the past
 Know that singular takes (has) and the plural takes (have).

21st Century Skills: Students will be able to enhance the following skills :

(1) Critical thinking and problem solving when they will answer the oral questions using the written
text.
(2) Communication and collaboration, when they work in pairs.
Key vocabulary: Estimate, Whole Number, Rounding

Common misconceptions for learners: Ways of identifying and addressing these

misconceptions:
 Students might have difficulties in
recognizing the difference between the  Give them more examples and activities
passive and the present perfect active.

Resources/equipment needed:

Written text, white board, worksheets, white papers, pencils.

 UNIT: LESSON: Estimating TASKS/ACTIVITIES

Resources & Time Starter (10 minutes)

Teacher Will: Students Will:

5 Minutes  Review the use of the simple  Take out a paper and write
past (actions that finished in sentences about what they did
a definite time in the past, yesterday.
for example: I went to Saudi  Finish on time.
Arabia in 2016 and I had a  Share their sentences.
great time there).  Answer the teacher questions.
 Ask the students to take out
a white paper and write three
sentences about what they
did yesterday individually.
 Give them two minutes to
finish.
 Allow students to share their
sentences.
 Ask them to identify if the
verbs they used (regular or
irregular past verbs).
Resources & Time Main activities (30 minutes)

Teacher Will: Students Will:

30 Minutes  Distribute a text to introduce the
topic lesson.
 Ask students to read the text and
answer the questions bellow (for
example: Where is Amira living
now? Does she like it?)
 Give them one minute to finish.
 Ask the students more questions to
guide them towards the new tense
(present perfect) and its function
(for example: We know that
Amira is living in the States now.
But, did she live in another
country before? When did she
 Read text and answer the questions.
 Answering the teacher questions and
underline the verbs and the time
reference to that verb or action as
pairs.
 Focus and listen to the teacher
explanation.
 Do the worksheets individually
 Finish on time.
 Share the answers with the teacher
 move to Dallas? Did she learn
English when she was in
Venezuela? Is she still learning
English in Dallas?).
 Make sure the verb is emphasized
as well as the period by asking
them to work as pairs and
underline the verbs and the time
reference to the previous
questions.
 Explain the use of the present
perfect and draw their attention to
the structure of the tense (subject
+ has/have +verb in the past
participle + object).
 Give them a worksheet to practice
the active present perfect
 Give them two minutes to finish
 Share the answers with them.
 Explain the difference between the
passive and the active present
perfect (inform them that when we
use the passive form we focus on
who or what receives the action
"the object").
 Tell them that we need (the object
+has/ have + the verb to be "been"
+ the past participle verb)
 Give them more examples.
 Give them a worksheet to practice
the passive present perfect.
 Give them to minutes to finish.
Differentiation activities (Support): Have a worksheet in which they have
the verbs and they only need to put them in the past participle form.

Differentiation activities (Stretch): Have a worksheet in which they need to

put has or have, choose the appropriate verb from the table and put it in the
past participle form.

Differentiation activities (Support): In the second worksheet and last

activity, (write a short paragraph) they will be provided with an assistance
from high-level students. The teacher will ask the students to work as groups
to do the second worksheet about the passive present perfect. In addition, the
teacher will ask some high-level students to sit with the lower-level students
and work together to write a short paragraph in the last activity.
Resources Plenary (5 minutes)

Teacher Will: Students Will:

5 Minutes
 Ask the students to take out a  Take out a white paper.
white paper.  Write a short paragraph of three
 Ask them to write a short to four sentences.
paragraph, using present perfect  Work individually.
to describe and action that they  Finish on time.
have started in the past and still  Present their paragraph in front
doing it in the present, (it could of the class.
be a hobby, job or study, etc.).  Listen to the teacher feedback.
 Ask them to work individually.
 Give them three minutes to
finish.
 Give some students an
opportunity to share their
paragraph with the class.
 Give them feedback.
Homework -
Learning styles catered for (✓):

Visual Auditory Read/Write Kinesthetic

Assessment for learning opportunities (✓):

Observation Student self- Oral questioning Peer assessment

assessment

Quiz Student presentation Written work and Verbal feedback

feedback
The written text that students will read with the questions that they have to answer.

Read the text and answer the following questions:

Hi! My name is Amira. I am from Venezuela, but I live in Dallas. I have

lived in Dallas for five years. I like it here very much because I can improve
my English. I have always loved the English language. I have learned
English since I was in high school. Living in the States has been very
interesting! I have met so many nice people. They are from all over the
world. It has been a great experience so far.

1- Where is Amira living now?

2- Does she like it?

The first worksheet about the active present perfect.

The lower-level students' worksheet:

The high-level students' worksheet:

The second worksheet about the active and passive present perfect.
Reflection:

The lesson topic was about the passive and active present perfect. I taught grade nine students and
my objectives were that at the end of the lesson, students will recognize the differences between
the passive and active present perfect. Second, apply the present perfect tense in written and
spoken language. Students are required to know the use of the present perfect so they can perform
written or spoken language to describe plants and habitats in unit two from the textbook.

To begin with the lesson, students needed to know the use of the simple past, so I started my
lesson by reviewing it. Then, I provided a short text with some relevant questions to it to introduce
the present perfect tense. After that, I began to explain the structure of the present perfect tense.
Next, I provided a differentiated activity for both high and low levels in which all of them meet
their needs and to make sure that all of them comprehended the use of the present perfect. Later
on, I clarified the difference between the passive and active present tense. In addition, I prepared
another activity for students to practice the passive and active present perfect tense more.
Moreover, at the end, I gave the students an opportunity to practice the present perfect in the
written language by allowing them to write a short paragraph to describe a particular action that
they have started in the past and still doing it in the present such as hobbies, jobs, studies etc.

Unfortunately, I made some mistakes in my lesson; nevertheless, I believe that I achieved my

lesson objectives. At the end of the lesson, Students were able to write a short paragraph
describing their hobbies and studies using present perfect with only slight mistakes. Additionally,
most students were able to perform the worksheets correctly, particularly the first activity of the
active present perfect. I believe this was because I allowed them to practice the formula
immediately before explaining the passive present perfect formula. Moreover, I noticed that some
students had some difficulties to do the second activity, which was combined of both passive and
active present perfect voices. I think they were a little bit confused about the use of the passive
present perfect and this because I did not allow practicing it more.

Therefore, in my future teaching, I will provide more activities that aid students to fully
comprehend the lesson. Additionally, I will make sure to apply some creative way to motivate
students to learn like games because I realized that students felt bored. Implementing games is an
effective strategy that can be used to enthuse and encourage students to actively participate in the
learning process (Wheadon, D. 2017).