Proposal

  

Method – Approach:Direct method

Context of the class in which you would apply this activity
This activity applies to grade 10, this grade has 14 students, they are a little quiet, but they are participatory, students have a low level.

Objectives
General objective
Recognize vocabulary, grammar, spelling, and pronunciation, as well as practicing listening, speaking and writing skills, and develop sentences by creating a link between the past and the present.

Specific objectives

Identify the grammatical structure of the present perfect.

Analyze the skills of each student to observe the learning and to perform a better methodology for the next topic.

Identify participle verbs in the sentence, in addition to recognizing when you have to go with third person: She, he, it.

Name of the activity: present perfect.

School Level:The level of students is low, and this activity has levels A1 and A2.

Topic or class to be reinforced with this activity
The theme seeks to reinforce the ability to write, to reinforce grammar spelling, so students can elaborate sentences, texts or paragraphs with a good vocabulary and excellent writing. In addition, it seeks to strengthen the ability to speak by pronouncing verbs that will be learned at the time of class and that students write their sentences and trying to translate they have said.

Resources:Board, markers of different colors, games: Wheel of fortune and tingo tango, vocabulary and photocopies of a workshop.

Time:This activity is set for 2 hours.

Description of the activity

Initial: Before starting the class, a small activity of 5 to 6 minutes will be held for students to relax a little, the activity consists of: students get up from their post and when the teacher says “head” students should touch the head and the teacher should disorient them by touching another body part example nose. At the end of the start, warm-up, you will start with the class.
The “perfect present”  theme is made known by continuing the meaning, use and struture: making known that the perfect present is a verbal tense and is used for past events that continue to have an impact on the present, I give you some tips to recognize the perfect present as: Actions that began in the past and have not yet tended and actions that began and ended in the past, but their effect remains in the present, then give examples in English. (I have eaten, He has eaten).
Continuing with the structure of the sentence, sub + have/has (3° pers) + verb participle + complement, at the end of explaining the structure of an affirmative question, I repeat about the meaning and use of the present perfect, asking students questions about what was said to observe their understanding and if they have any questions or doubts to clear, we continue with the structure of the sentences (affirmative, negative and interrogative), since the participle verbs is use I give students a list of verbs that has four rows (present, past, participle and Spanish), students will perform 10 sentences with different verbs to familiarize themselves with the list, when they finish making the sentences are developed on the board, to develop them play the tingo tango and the remaining person, the student passes to the front writes 1 or 2 sentences, 6 rounds are made, while those whose are seated I go checking each one to verify if they understood.
Intermediate: At the end of the last round of the tingo tango, and activity of the wheel of fortune is perfumed, on the wheel there are numbers, and also it is written sky and Hell, if when turning out a number must perform what it says on the sheet, in this is: prayers to complete, write, say a sentence speaking, translate a sentence from Spanish to English and order sentences in present perfect, if when turning the roulette comes out sky the students does not perform any sentence, but if leaving hell should the student perform an affirmative sentence, interrogative with its answers and negative in present perfect with different pronoun and participle verb, all student must pass.
Final: some questions are asked to observe that they have understood so much, then continue with a workshop to evaluate the students’ understanding of this subject, the workshop lasts 15 minutes, to conclude I ask how the class felt, whether they could understand or still have difficulty learning the subject.