Analyzing Present Perfect Tense Usage: A Grammar Lesson Plan

This assignment presents a grammar lesson plan designed to teach the Present Perfect Tense, focusing on its usage in negative, interrogative, and assertive sentences. The plan employs the PPP (Presentation, Practice, Production) model, emphasizing practical application through student-involved activities. The lesson aims to clarify the distinction between the Present Perfect and Past Tenses by encouraging students to share and discuss their past experiences. The teacher facilitates group discussions, monitors student language use, and provides feedback, ultimately aiming to enhance students' understanding of the tenses and their ability to apply them correctly. The activity involves students narrating past events, promoting active participation and deeper comprehension of the grammar concepts. The plan highlights potential outcomes and references relevant literature on grammar teaching methodologies.

Running Head: GRAMMAR LESSON PLAN
Grammar Lesson Plan
Name of the Student:
Name of the university:
Author Note

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GRAMMAR LESSON PLAN
The aim of this assignment is to analyze the topic where the focus will be on the
usage of Present Perfect Tense in the negative, interrogative and assertive sentence following
the lesson plan, which will focus on the teaching grammar by elucidating its application in
practical situation. In this respect, the PPP model of lesson plan framework, where production
will be higlightened in the course of discussion.
Instruction
This plan selects the topic of ‘Present Perfect Tense’ that needs to be explained by
teaching the students to relate it with their past experience. Students might face difficulties in
understanding the distinguishing factors between past tense and present perfect tense. The
real life context of the students come handy in elucidating in front of them (Leech, 2014).
The activity that the teacher has planned to design in order to enhance the
understanding of the student Present Perfect Tense. Since the students tend to confuse
between the attributes of present perfect tense, against the characteristic of past tense. The
distinction between both the tenses involves the narrow differences in times, which marks the
transition between present perfect to past (Klein, 2013). Understanding the distinction
between these two tenses involves close understanding of the timeline. While the present
perfect tense highlights the incidents happened in the current past, a few moments before it
can be referred to as simple present. Past however refers to the incident of distant past, the
events that happened long back (Leech, 2014).
Therefore, in order to enhance the understanding of these two tenses, the teacher
would like to frame an activity involving the participation of the students in a unique
way. As the students would require to narrate their past experiences in the presentation stage
of the lesson plan, the teacher would like to enhance this aspect a few steps further. This
would be an interesting activity that would ensure the participation of the students in a

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GRAMMAR LESSON PLAN
holistic manner. The class will be segregated into different groups depending upon the
strength of the class. The students then require to discuss their past experience as they
have discussed before among their groups’ peers. The students then need to note down
their communication in form of dialogues.
The role of the teachers involves their intervention while students converse
among them and not down how each of the students of a group are effectively using the
tenses. The teachers also need to note down the faults of the students while they
converse. After the completion of the assignment, the teachers can have a group-wise
discussion on the effectiveness of the usage. The faults in usage can be conveyed to the
students using correct usage of the same sentence that the students have used in their
discussion.
Explanation
PPP model, which can be analyzed further as Presentation, Practice and Production
aspects of teaching. Presentation aims at introducing a new grammar topic to the target
student group, which then needs to be taken through a course of practice before the
production or the outcome of the lesson is taken into consideration. The stage of presentation
primarily focuses on the communication aspect where the effectiveness of the plan rest with
the capability of the teacher to communicate the subject matter with a relatively lesser
amount of time. The aspect of practice emphasizes upon the importance of practicing the
concepts introduced in the presentation mode, which needs to be further produced or tested in
the last stage (Criado, 2013).
Since narratives will be mostly in passive voice it will incorporate the students
using ‘Present Perfect Tense’ a number of times in their dialogues while they narrate
the incidents of past. Such a relative co-existence of past and present perfect tense in its

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usage will be useful for the students in enhancing the understanding of these tenses. The
students can be then asked to find out the differences as per their understanding of the
two tenses and present them before the class after the completion of the discussion.
Possible Outcomes
The outcome of the activity in context of the lesson plan might prove fruitful for the
students, as it will enhance their understanding of these two tenses. The activity primarily
focuses on enhancing the understanding of the distinction and it can be done in the best way
by involving the students in creating their own understanding of the differences through their
practical applications. The involvement of dialogue will be an effective aid in enhancing the
understanding of the subject. At the end of the activity the students will be enriched with a
deep understanding of the topic and at the same time it would expose them to a have a clearer
understanding of it as they converse.

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References
Criado, R. (2013). A critical review of the presentation-practice-production model (PPP) in
foreign language teaching. Homenaje a francisco gutiérrez díez, 97-115.
Klein, W. (2013). Time in language. Routledge.
Leech, G. N. (2014). Meaning and the English verb. Routledge.