the teacher will review the use of the past simple tense by speaking activity (the teacher asks the students to tell each other 3 things that they did last week ..month ..birthday ) Each pair records the action verbs discussed and shares their findings with the class. As a class they have to decide who had the most interesting, fun, or boring time. the teacher will Review the use of the simple past and the function of talking about actions that finished at a specific time in the past. Ask the students to identify if the verbs they used in the activity were regular or irregular past verbs.

Introduce the text and tell the students that they have to read it and find the answers to the questions below (at this point, do not mention the new tense or the adverbs that they will be discussing later). 1- Where is Amira living now? 2- Does she like it?

the teacher gives instructions T: Go back to the text. We know that Amira is living in the States now. But, did she live in another country before? S: Yes. In Venezuela. T: Correct. She is from Venezuela. When did she move to Dallas? Do you know? S: (They may come up with 5 years ago, as they are familiar with the simple past tense and the adverbs in the past time. If not, make sure you guide them toward that answer.) T: Very good. She has lived in Dallas for 5 years. That means that she moved to Dallas 5 years ago. (Make sure the verb is emphasized as well as the period; a time line can be drawn on the board to show when Amira was in Venezuela, and for how long she has been in Dallas. Time lines are good to show time periods visually). Is she still living in Dallas? S: Yes. T: How many years? S: Five years. T: Did she learn English when she was in Venezuela? S: Yes. In high school. T: Is she still learning English in Dallas? S: Yes. T: Did she like learning English in the past? Does she like English now? S: Yes. T: Great. So, in this text, Amira tells us about some of the things she started in the past and she is still doing in the present, and to express that she uses a new tense. We call this tense the present perfect. (Write the name on the board). Let’s see how we use this tense. Do we use the present perfect for actions that finished in the past? Listen: Amira has lived in Dallas for 5 years. Does it mean she is living in Dallas now? S: Yes. T: Correct. So, we use it to talk about actions that started in the past and still continue in the present. (Write the function on the board. Use the time line to show the connection of the past action in the present time.)

I want you to look at the text again and see if you can find all the action verbs that show that Amira is still living in Dallas, learning English and having fun. Underline the verbs and the time reference. Do this with your partner. Feedback: Take up their answers and write them down on the board. Guide them if they have not found all of the verbs or time references. Categorize their answers under the following headings: Action Time reference have lived for five years have (always) loved always have learned since I was in high school. has been Focus on the action verbs and the time references. Explain the use of the present perfect tense making reference to the time line to help the students grasp the concept. Draw the students’ attention to the adverbs used with this tense: for +a period of time, since + a point of time in the past until present, always and, so far. Draw their attention to the structure of the tense: the auxiliary have + verb in the past participle form. Have them identify which verbs are regular and if they are the same as in the simple past tense (loved, lived, learned) and which ones are irregular and if they are similar or not to the simple past tense (meet- met (past) – met (past participle); be – was/were (past)- been (past participle)

Provide the students with colour-coded cards (red cards for simple past verbs and blue cards for past participles). Students in pairs have to match the cards. They may have to guess some of the past participles forms, especially those of the irregular verbs. (went- gone). Once the cards are matched, student A has to say the simple past out loud while student B says the corresponding past participle form. Examples of verb cards: went gone lived lived open opened get up got/gotten up had had drove driven stayed stayed made made loved loved danced danced invited invited controlled practice 2 :_ practicing different types of sentences with a transformational drill. T: Amira has met nice people. (Question) S: Has she met nice people? T: (Negative) S: She hasn’t met nice people. And so on with more examples.

Students are encouraged to write a paragraph using the present perfect to describe actions that they have started in the past and they are still doing in the present. It could be about their present hobbies, jobs, studies, etc. Then, students will pick the activity they prefer the most and share it with the class. The other students give feedback explaining if they have also done the same or not, how often they do it, when they started it, etc. They may use the simple past as well as the simple present if necessary.

during the freer practice the teacher monitors and write students good sentences and mistakes to discuss them with the students after the freer-practice

during the freer practice the teacher monitors and write students good sentences and mistakes to discuss them with the students after the freer-practice