Picture presentation
This first example is called a picture presentation and it also makes good use of the board. As you read, consider the role
of the student during the process.
Using a picture of a person is a simple way to present the present perfect with ‘for’ and ‘since’ without using the course
book. Take a picture of a man or a women from a magazine or newspaper or even draw one yourself. Pin it up on the
board so that all of the students can see it. Ask the students to build up an imaginary life history for this person. To do
this you can ask them questions - ask them what the person’s name is, how old they are, where do they live? what do
they do? Ask about hobbies, children, marriage and pets. Remember that the more unusual the life history is, the more
interested students will be. So encourage them to use their imaginations.
Write up their answers on the board, but don’t write whole sentences - just write words. For example, What does he do?
He’s a postman - write ‘postman’. Make sure you include dates and times so that you can introduce ‘for’ and ‘since’
later. Now use the words that you’ ve got on the board to focus on the language. Get a student to try to make a
sentence using two words from the board. E.g. ‘postman’, ‘1995’. With any luck the student should come up with the
sentence, ‘He’s been a postman since 1995’. Write the sentence on the board and highlight the language. If the student
doesn’t come up with the sentence, write it yourself and highlight the language. Write up another example on the board
with ‘for’. Such as, ‘He’s had a pet dog for seven years’.
Encourage students to give more examples using the language and words on the board. You can then compare and
contrast the difference between ‘for’ and ‘since’.
Boo Tumber - Lesson Plan, Programme 3
Did you notice that the students have an active role in the process? They actually provide all the information that the
teacher needs to present the language. Rather than just telling the students the target language, the teacher has tried to
elicit it from the students. Asking questions and eliciting are good techniques for involving the students more in the lesson.
It helps to make sure that the students are as involved as possible in the language learning process.
Looking back at the first part of our plan we can see that in this example the marker sentences are a little different from
our original suggestions of: ‘I’ve been a teacher for 15 years’, ‘I’ve had a bicycle since 1998’. However, the context is the
same. The teacher could not predict exactly what the students would say, but the context she provided, that of a biography,
and the questions she asked the students, ensured that she would be able to provide accurate models of the target
language that closely matched the possible marker sentences.
This first example is called a picture presentation and it also makes good use of the board. As you read, consider the role
of the student during the process.
Using a picture of a person is a simple way to present the present perfect with ‘for’ and ‘since’ without using the course
book. Take a picture of a man or a women from a magazine or newspaper or even draw one yourself. Pin it up on the
board so that all of the students can see it. Ask the students to build up an imaginary life history for this person. To do
this you can ask them questions - ask them what the person’s name is, how old they are, where do they live? what do
they do? Ask about hobbies, children, marriage and pets. Remember that the more unusual the life history is, the more
interested students will be. So encourage them to use their imaginations.
Write up their answers on the board, but don’t write whole sentences - just write words. For example, What does he do?
He’s a postman - write ‘postman’. Make sure you include dates and times so that you can introduce ‘for’ and ‘since’
later. Now use the words that you’ ve got on the board to focus on the language. Get a student to try to make a
sentence using two words from the board. E.g. ‘postman’, ‘1995’. With any luck the student should come up with the
sentence, ‘He’s been a postman since 1995’. Write the sentence on the board and highlight the language. If the student
doesn’t come up with the sentence, write it yourself and highlight the language. Write up another example on the board
with ‘for’. Such as, ‘He’s had a pet dog for seven years’.
Encourage students to give more examples using the language and words on the board. You can then compare and
contrast the difference between ‘for’ and ‘since’.
Boo Tumber - Lesson Plan, Programme 3
Did you notice that the students have an active role in the process? They actually provide all the information that the
teacher needs to present the language. Rather than just telling the students the target language, the teacher has tried to
elicit it from the students. Asking questions and eliciting are good techniques for involving the students more in the lesson.
It helps to make sure that the students are as involved as possible in the language learning process.
Looking back at the first part of our plan we can see that in this example the marker sentences are a little different from
our original suggestions of: ‘I’ve been a teacher for 15 years’, ‘I’ve had a bicycle since 1998’. However, the context is the
same. The teacher could not predict exactly what the students would say, but the context she provided, that of a biography,
and the questions she asked the students, ensured that she would be able to provide accurate models of the target
language that closely matched the possible marker sentences.
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