The Ministry of Higher and secondary education of the Republic of Uzbekistan The Uzbekistan state World Languages University

8. Contrasting Structures (Showing the Difference in Meaning).

With higher-level grammar, it’s useful to ask students to contrast two grammar structures which are similar in certain ways, but which have an important difference in meaning. For example, these two sentences contrast two different meanings of the present perfect tense.

1. 
   He has been to London.
   
2. 
   He has gone to London.
   

A teacher could ask the students to compare these sentences and say what the difference in meaning is.
(Answer: A means: He went to London and returned back whereas B means: He went to London and he is still there).

9. Choosing the Correct Sentence (Correcting Common Grammatical Mistakes).

This is similar to the previous technique because you give students two sentences, but one sentence has a mistake related to grammar. You write them on the board and get students to say which they think has the mistake and why. For example:

1. 
   I’ve lived here since three years.
   
2. 
   I’ve lived here for three years.
   

Students discuss the sentences in pairs. Sentence A. is wrong because we use “since” to refer to a fixed point in time (e.g. March 1989, etc.) whereas we use “for” to describe the duration of time.

Lesson Plan
Date_____ Form_____ Subject: English
Theme: What did you do yesterday?
Educational: - to learn how to write and act out dialogues.
Developing: - to enable pupils to talk about different activities;
- to enable pupils to write and act out dialogues;
- to enable pupils to listen for specific information.
Socio-cultural: - to raise awareness of past simple activities.
Up bringing: - to enrich pupils’ knowledge of English.

Learning outcomes: At the end of the lesson pupils will be able to:
- talk about different activities;
- listen for specific information;
- write and act out dialogues.