The document provides background information on the teacher, Dan Levy, and the context of the lesson. It will take place at the British Study Centres in Hove, where Dan teaches general English courses. The aims of the lesson are to teach students the present perfect tense using time words like "just, yet, and already." The lesson plan includes a video introduction, presentation, drilling exercises, listening practice, and a role play activity for students to practice the target grammar. The document also outlines contingencies and anticipated challenges, such as the multilingual class and varying student levels.

1. Dan Levy - TE719 DipTESOL 2014/15
Lesson Plan Cover Sheet
TP3: Grammar – Present Perfect for giving recent information with just, yet and
already
Background:
My third assessed lesson will take place at British Study Centres in Hove. The school is one branch
of a national company, run by a principal, an academic director, an academic manager, and made
up of a number of full-time senior teachers, with the rest of the teachers, including myself,
working on a casual basis. The exact type of work can vary significantly, mainly depending on the
season and the time of day you would be working. In the mornings between 09:10-10:30, teachers
have to follow the CEFR, which means following a particular coursebook, in this case, Face to Face
Pre-Intermediate 2nd
edition. The next session, between 12:20-13:10, is a speaking and listening
lesson. In the afternoons, between 14:20-16:40, lessons consist of two different areas, Mondays
and Wednesdays grammar & writing and Tuesdays and Thursdays is wordpower, (vocabulary
lessons). My third observation will be taking place in the morning during a general English lesson.
Teaching Aims:
o To revise and raise Ss awareness of the form of the present perfect tense for describing
recent events.
o To enable and improve Ss understanding of the time words just, yet and already.
o To assist and support the development of Ss written and oral production of the present
perfect tense with just, yet and already.
Learning Outcomes:
o By the end of the lesson, Ss will have improved their awareness and competence of the
present perfect.
o Ss will have gained a good understanding of the form and meaning of time words just, yet
and already, specifically in the present perfect.
o Ss will have successfully used the present perfect form along with just, yet and already in a
communicative situation (role play).
Teacher Dan Levy
Date Wednesday 18th March 2015
Time 09:30 – 10:30
Level Pre-Intermediate
Number of students 9
Age range between 19-30
Nationalities 4 Libyan, 3 Japanese, 1 Spanish, 1 Swiss

2. Dan Levy - TE719 DipTESOL 2014/15
Assumed Knowledge:
It is assumed that;
o Some Ss will already have an awareness of the form of the present perfect tense and even
the usage of just, yet and already but are not 100% clear on it.
o Ss will have sufficient knowledge of the present perfect in terms of positive, negative and
interrogative forms in order to construct sentences orally and in written form.
o Ss will have taken part in a role play and know how the basic process works.
Contingency Plans (if a section is potentially extended/omitted):
o There is a possibility that one or two sections may need to be extended as Ss may get
through exercises quicker that the anticipated timing suggests. The good thing is that we
have a whole coursebook to work from as well as a workbook as it is the typical general
English morning class which follows the CEFR. This means that we can use exercises from
the book if need be, just so long as they’re relevant to the aims of this particular lesson.
Anticipated Problems and Proposed Solutions:
o A multilingual class means that SS will be less likely to engage with each other in pair/group
work. SS will therefore be given motivation by the teacher that interacting with different
cultures is a worthwhile experience.
o Because of the fast moving nature of the school, classes may chop and change on a regular
basis and new Ss may enter the class at short notice. This means that it will be hard to
gauge exactly what level the new Ss are or what the size of class will be in terms of
numbers. The solution is to ensure that there are extra copies of materials at hand in case
of inheriting a larger class, and also allowing for a differentation of materials in terms of
level in case there is a small disparity of levels in the class.
o It's possible that a few Ss, especially lower level, may not have ever encountered the
concept of just, yet and already before, so will require additional concept checking of this
area in order for them to be able to comprehend the nature of the subject.
o Some SS in the class have different problem areas in phonology, which will make it more
difficult during pair/group work as overall intelligibility between Ss will be affected.
Teacher will monitor carefully but unobtrusively during each exercise in order to assist in
any issues of unintelligibility between Ss as well as correcting any major pronunciation
errors related to the target language.
o Because of the lower level, Ss are more expected to have some issues with understanding
the instructions of each task so teacher will have to make sure all instructions are clear and
may need to have ICQ’s in place to help support Ss understanding of the process of each
task.
o The lesson will be taking part in an alternative classroom which has a projector in it and the
room itself is bigger than the usual classroom where we have our classes. However, the
room is a lot deeper than it is wide, which is not helped by computers being setup around
the perimeter of the room. This makes the classroom layout a bit awkward with the Ss
sitting around a long thin table with myself at the head of it like a king at a banquet.
There’s limited room in order to rectify this so we will just have to make do with what we
have.

3. Dan Levy - TE719 DipTESOL 2014/15
o The number of Ss is 9 without any absences. This makes pair work quite difficult because of
having the odd number of Ss in class. I can stand in as a 10th
student if necessary or a group
of three can be made with two of the Ss playing one part between them.
Resources to be used in class:
o The lesson follows a book called Face 2 Face pre-intermediate. We are studying Unit 11 this
week, which includes present perfect with just, yet and already, hence the reason the
lesson follows this aim.
o A you-tube video will be used for the lead in which was inspired by ‘Teaching English
Grammar’, by Jim Scrivener, who suggests in his section on teaching just, to use a video
still to demonstrate the features of just. I adapted it slightly to allow for yet and already
also.
o I used the same Scrivener book to plan the presentation, which is taken from the already
and yet section. I also used his timelines from the just section and already/yet section to
create the powerpoint slides for the board review section in the lesson.
Restrictions:
o BSC school is usually quite restrictive in terms of what teachers are allowed to teach as
they are required to follow the CEFR. Luckily, this is only the case in morning lessons, not
afternoon lessons, which is why I chose to have an assessed observation later on in the
day.
o The school does have a fair number of classrooms but unfortunately, they all vary quite a
lot in terms of size and space. As I have mentioned previously, the classroom I have been
allocated on the day, which is the only one available, is quite restricting in terms of space,
even though I have a relatively small group to teach.
Personal Aims:
The following points were raised from the last lesson and therefore become my personal aims for
this lesson;
o One of the previous points from the first lesson was to do with my positioning in class and
how I thought about needing to vocalise to the whole group instead of just one portion of
the class. Working on this issue for this lesson was easier for the simple reason of it being a
smaller class, (6 people instead of 13). However, after watching the video, I felt that I was
focusing on one half of the class more than the other, probably because that half was the
more vocal side, who had less issues about contributing their thoughts and ideas. Maybe, I
also felt that they needed to be managed more because they were much more dominant
than the other half of the class and not giving other SS's a chance to contribute their ideas.
I think that in future lessons, if I have a similar situation, I'll have to be a bit stricter with
SS's like this and establish more rules during student feedback stages, for example, hands
up before you want to answer.
o This is something Gary picked up on and also James Openshaw when he did my first BSC
peer observation and it’s regards to not giving the Ss enough drilling practice of the target
language. This is what Gary picked up on last time around, “You could have modelled it
more forcibly first and you could have drilled it significantly more. Here is an example of

4. Dan Levy - TE719 DipTESOL 2014/15
giving them more practice. You could have given them more examples of this. You gave
them one, and it took them a little time to work out the patterns. Do you think that with
more practice they could have got to grips with it a little better? They got it, and they
enthused, but I am convinced that extended practice would have helped to consolidate”.
So this is one of my personal aims for this lesson, to rectify this issue.
o The third point refers to the free stage activity of the lesson, which has been a role play in
the last two observations. The role play in my last dipTESOL observation was ineffective
because was a bit overcomplicated for elementary Ss and so left them feeling a bit lost
when doing the activity. Gary suggested making my own role cards in order to simplify the
activity. The same issue cropped up in my last observation with James at BSC. The role play
from the book had too much going on in it and therefore ended up overworking the Ss.
This time around, I paid special attention to the role play from the book but instead of
creating my own role cards, I have split up the activity into two so that the Ss have enough
time to practice the target language in the free stage activity without worrying about doing
extra activities along with it like question formation, which is the extra activity in the book.

5. Dan Levy - TE719 DipTESOL 2014/15
Timing Teacher’s Purpose Teacher & Student Activity Interaction
09:30
(5 mins)
09:35
(15 mins)
This initial activity
introduces SS's to the
concept of time words,
just, yet and already.
The main aim of the
lesson is to raise Ss
awareness of using
these time words with
present perfect to give
recent information but
at this stage, the most
important thing is for
them to understand the
concept of just, already
and yet. The video idea
comes from ‘Teaching
English Grammar’, by
Jim Scrivener, who
suggests in his section
on teaching just, to use
a video still to
demonstrate the
features of just. I
adapted it slightly to
allow for yet and
already also.
The idea behind this
presentation is to help
support the Ss
understanding of the
time words already and
yet in a typical situation
which involves giving
recent information. The
task will give the Ss
some initial oral
practice of uttering
present perfect
sentences with already
and yet in preparation
for the role play at the
end of the lesson. The
theme of this exercise
ties in quite nicely to
the listening and the
role play from the Face
to Face book the Ss are
currently studying from.
Lead in
Teacher tells Ss that they’re about to
watch a video from youtube which has
already received 29 million views and
says it’s about an Australian man jumping
from a small cliff into Sydney Harbour
https://www.youtube.com/watch?v=-
m3N_BnVdOI
Teacher asks Ss, “Have you seen it yet?”
(elicit full yes or no sentences with
already/yet)
What the Ss probably don’t know is that
the man in the video unwittingly
encounters a great white shark in the
process!
After watching the video, teacher asks
SS's what just happened in the video.
CCQ
What has he just done? (showing Ss 0:27
of video) He has just jumped off a cliff
Is the man in the water yet? (showing Ss
0:27 of video) No, not yet
Was the shark already in the water when
the man jumped in? Yes it was
Presentation
Teacher shows a slide from a mini
powerpoint depicting two women
planning a party, Helena, who is sitting on
the sofa and planning the party and Julie
her friend standing on the left.
On the picture, it states that the party
starts at 8pm but it’s currently 4pm.
Teacher focuses Ss attention to the
thought bubbles above Helena’s head
with the ticks and crosses and asks,
“What has Julie already done?” and,
“What things hasn’t she done yet?”
T-S
S-S
S-T
T-S
S-T

6. Dan Levy - TE719 DipTESOL 2014/15
09:50
(5 mins)
09:55
(10 mins)
They all relate to check
lists of things to do.
This stage utilises a
couple of slides on
powerpoint as a kind of
board review for the Ss
in order to recognise
the form of just, yet
and already. The first
slide will show the basic
form and usage of each
time word, with the
main point being that
already and just are
usually used in positive
sentences and yet is
usually used in negative
sentences and
questions. The second
slide with the three
timelines is designed to
help the Ss understand
the concept of the time
words more clearly.
After the review on the
structure and usage of
the target language
comes the listening
exercise from the book.
This is meant to give
the Ss the appropriate
language they need in
order to successfully do
the role play at the end
Teacher elicits sentences from Ss in
present perfect using the time words
already and yet.
Teacher then uses a red pen to change
the time on the clock to 7pm and changes
the food and drinks thought bubbles from
crosses to ticks. Teacher then asks the
same questions,
“What has Julie already done?” and,
“What things hasn’t she done yet?”
Teacher elicits new sentences from Ss in
present perfect using the time words
already and yet.
Teacher shows Ss a mini powerpoint
which shows the structure of each time
word in the present perfect. Teacher
points out that just and already are used
in positive sentences and yet is usually
used in negative sentences and questions.
The next slide demonstrates 3 timelines
with each one representing either just,
yet or already.
Teacher asks Ss in pairs to try and guess
which timeline goes with which time word
and why.
After some feedback, teacher reveals on
the powerpoint the answers under each
timeline and also shows and does some
drilling of example sentences for Ss to
practice with.
Ss turn to page 87 in their Face to Face
books to do exercise 6, the listening
comprehension. The listening involves
two women called Liz and Carrie.
Ss do exercise A which is listening for gist.
The question is,
“Has Carrie got any good news, if so, what
is it?”
Exercise B shows a ‘to do’ list which is
Carrie’s. Ss listen to the track again and
T-S
S-S
S-T
T-S
S-S
S-T

7. Dan Levy - TE719 DipTESOL 2014/15
10:05
(10 mins)
10:15
(10 mins)
of the lesson. I felt this
to be more useful than
doing a written
controlled practice
because they’re already
doing that in the next
section. Also, the main
aim is for the Ss to use
the target language in
oral production so I feel
that listening to the
language being used
first is more useful for
them than just writing it
down.
After looking at the role
play exercise in the
book, I felt that it was
not a typical 10-15 min
free stage activity
because it required Ss
to write appropriate
questions in present
perfect first and then
do the role play after.
So what I decided to do
was to make that
section of the role play
(exercise b) into a kind
of written controlled
practice and the role
play itself into the free
stage activity in the
next section. Writing
these questions is
integral to the next
activity so I couldn’t
afford to omit it.
The role play is
designed for the
purpose of Ss being
able to use the target
language they should
have learnt from the
previous sections into
free oral production. If
this turns out to be a
tick the things Carrie has already done on
the list.
Teacher then asks Ss what Carrie hasn’t
done yet.
Teacher puts Ss into pairs and assigns
each S as student A or student B. Student
A turns to page 102, box 11A in Face to
Face book, student B turns to page 108,
box 11A.
Teacher tells the students that soon they
will do a role play with the situation
involving a husband and wife moving
house and each of them having a ‘to do’
list like the one in the listening earlier on
in the lesson. Student A plays the part of
Carrie and Student B plays the husband
Brian.
First though, they have to each write up
some questions asking about each other’s
lists using the present perfect and yet,
(exercise b on each page 102 & 108).
Teacher gives Ss an example for the first
question,
“Have you packed the books yet?”
Production – Role play
Once each student has finished forming
the questions, teacher asks them to read
exercise A now and choose 3 things on
their own list that they have already/just
done and three things that they haven’t
done yet. Each student should come up
with a reason why they haven’t done
three of the things on their lists.
T-S
S-S
S-T
T-S
S-S
S-T

8. Dan Levy - TE719 DipTESOL 2014/15
10:25
(5 mins)
successful activity for
the Ss, they should have
gained the feeling that
they can use this
language when asking
for and giving recent
information, in this
case, checking ‘to do’
lists are done.
This helps give SS’s an
insight into what
possible errors they
might have been
making during oral
production.
Ss then ask their partners the present
perfect questions with yet from the
previous section to find out what 3 things
their partner has done and hasn’t done
and why.
Delayed error correction
Teacher waits until the follow up task has
finished and puts on the board examples
of any incorrect utterances in terms of
accuracy in grammar and pronunciation.
T-S
S-S
S-T
T-S
S-T