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BRAVO, Beln

KAPETANOVICH, Nuria
MANTILLA, Werner

LEARNING PRESENT PERFECT HAS NEVER BEEN EASIER

To begin with, the aim of the forthcoming lesson is to fulfill the students
expectations through a variety of activities involving most of the
multipleintelligences, in order that they can learn the Present Perfect tense,
defined as situations which started in the past and are still going on, or which
have just stopped and have present results (Swan, 1980, page 424).

Activity 1: What has been changed? 1

In this activity (see appendix 1), the teacher may experience the development of
three fundamental multiple-intelligences: Spatial, because a student glances at
the classrooms interior and memorize as many objects as he/she can; Auditory,
because the other group will decide whether his/her answers are correct; and
Linguistic, because the student must make an accurate usage of the language.
Furthermore, two groups are enough and they should be given different roles,
ensuring that everybody participates. Also, a horseshoe seating arrangement will
be suitable for this activity for its accessible movement of chairs, leading the
classroom to a spacious area, whilst the teacher is standing in front of the class,
staring at everything.

Activity 2: Memory Card Activity 2

For this activity (see appendix 2), students will be divided in four groups. In that
way the teacher makes sure everybody participates. The students will have 30
seconds to look at all cards and to put them upside down, then, each student will
have a turn to pick two cards and see if they match. It is recommended for
students to sit in individual tables and in a circle, so they can work as a group.
This activity is very useful for students that have the logical mathematical
intelligence, due that it focuses on concentration, analysis and a critical thinking.
The teacher will be walking around the classroom observing each group and how
they are managing the activity.
Activity 3: Gap-filling song exercise

According to Frances H. Rauscher, by using music as a teaching tool, teachers


expand vocabulary, promote sight words, identify rhymes and retell stories. 3

As an illustration, a simple gap-filling song exercise, in this case, the Present


Perfect tense, can be significant for students with musical intelligence who do
not just like music, but connect it on every level. Also, this exercise involves the
linguistic intelligence, as the students have to know the conjugation of the verbs.

An astounding song for this exercise could be I Still Havent Found What Im
Looking For of U2 (see the lyrics on Appendix 3), which has eight different verbs
conjugated in Present Perfect (see the exercise on Appendix 4). Students can sit
in orderly rows as it is a solowork, and they will not be able to copy. Additionally,
the teacher should be next to the radio in order to pause or replay the song.

As a matter of fact, the order of the activities goes from the one which makes the
students feel active; subsequently, the one that makes them focus on grammar
and stimulate their memory, and lastly, to the one in which students practice
conjugations and listening in a relaxing way.

To conclude, we reckon that we have learnt to work as a team and to identify


faster the structure and use of the Present Perfect. Additionally, through this
entertaining activities we generate an awe-inspiring rapport and also we learn to
know several teaching methods for the sake of the students as they have different
aptitude, motivation, multiple intelligences and learning styles towards language
learning.

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1 http://www.teach-this.com/resources/grammar/present-perfect

2 http://busyteacher.org/classroom_activities-
grammar/tenses/present_perfectworksheets/
3 http://busyteacher.org/15551-how-to-teach-musical-learners-9-ways.html
BIBLIOGRAPHY

Gerngross, Gnter; Puchta, Herbert; Thornbury, Scott, Teaching


Grammar Creatively
HELBLING LANGUAGES, 2006
Swan, Michael, Practical English Usage New Edition
Oxford University Press, 1980
Vince, Michael, " Advanced Language Practice" With Key and Vocabulary
MacMillan Publishers, 2003