Procedure T shows Ss pictures of different travel destinations. T asks Ss if they like travelling and where they would like to go. T asks Ss to discuss the following questions in pairs: Do you like travelling? Where do you want to go? What countries or cities have you visited? Ss discuss their answers in pairs. T monitors and listens to Ss' ideas without correcting language at this stage. T conducts brief open-class feedback and elicits answers from different Ss. T introduces the context of people talking about their travel experiences. OCFB

T tells Ss that they are going to read a conversation between two friends talking about their travel experiences. T shows the gist question: Which places have Anna and Ben visited? T gives Ss the conversation and asks them to read it individually. Ss read the conversation and answer the gist question. T asks Ss to compare their answers with a partner. Ss discuss their answers in pairs. T conducts open-class feedback and elicits the answers. Answer Ben has visited Colombia, Ecuador and Cartagena. Anna has visited Chile.

T asks Ss to read the conversation again. T gives Ss the following instructions: Underline the questions and answers about life experiences. Circle the sentences that give specific information about the past. T checks the instructions by asking ICQs: Are you reading the conversation again? → Yes Are you underlining everything? → No Are you identifying examples about experiences and specific past events? → Yes Ss complete the task individually. T asks Ss to compare their answers with a partner. T conducts open-class feedback and elicits examples from the conversation. T writes selected examples of the target language on the board.

Meaning: T writes the following examples on the board: Have you ever been to Chile? Yes, I have. I've been to Chile. T asks Ss if the sentence refers to an experience in someone's life. CCQ: Is this about a life experience? → Yes T asks Ss if the exact time is mentioned. CCQ: Do we know exactly when the person went? → No T elicits that the Present Perfect is used to talk about life experiences when the specific time is not mentioned. T writes a second example: When did you go to Chile? I went there in 2024. T asks Ss if they know when the action happened. CCQ: Do we know when the person went? → Yes T asks Ss if the trip is finished. CCQ: Is the trip finished? → Yes T elicits that the Past Simple is used to talk about a specific, finished time in the past. T uses a timeline to reinforce the difference between the two tenses. Form: T highlights the structure of the Present Perfect: Have + subject + ever + past participle? Have you ever been to Peru? T highlights the positive answer: Subject + have + past participle I've been to Peru. T highlights the contraction: I have → I've T then highlights the Past Simple question form: When + did + subject + base verb? When did you go? T highlights the Past Simple positive form: Subject + past simple verb I went there in 2024. T writes the following common error and asks Ss to identify the correct form: ❌ When did you went? T elicits the correction: ✅ When did you go? Pronunciation: T models the sentence: Have you ever been to Chile? T asks Ss to identify the stressed words. T highlights the main stress on: EVER – BEEN – CHILE T models the sentence again and drills it chorally. Ss repeat the sentence together. T nominates individual Ss to repeat the sentence. T uses backchaining if necessary. T models the Past Simple question: When did you go? T highlights the stressed words: WHEN – GO T conducts choral and individual drilling.

T gives Ss a gap-fill exercise. T explains that Ss have to complete the sentences using the Present Perfect or Past Simple form of the verbs in brackets. T checks the instructions using ICQs: Are you writing complete sentences? → Yes Are you choosing between the Present Perfect and Past Simple? → Yes Are you working individually first? → Yes Ss complete the exercise individually. T monitors and provides assistance if necessary. T asks Ss to compare their answers with a partner. T conducts open-class feedback and elicits the answers. T briefly addresses any common errors.

T puts Ss into pairs. T gives each pair a list of travel and life-experience prompts. For example: travel to another country visit a famous place travel by plane try unusual food stay in a hotel go on a long trip T models the activity with one student. T: Have you ever travelled by plane? S: Yes, I have. T: When did you travel by plane? S: I travelled last year. T explains that Ss should first ask a Present Perfect question about an experience. T explains that if their partner answers “Yes, I have,” they should ask follow-up questions using the Past Simple. T checks the instructions with ICQs: Are you talking about your own experiences? → Yes Do you ask your partner questions? → Yes Do you ask a follow-up question if your partner says “Yes”? → Yes Ss interview their partners. T monitors the activity and notes examples of good language and common errors. T avoids interrupting Ss unless communication breaks down.

T stops the activity and asks Ss to share one interesting thing they learned about their partner. T gives brief content feedback. T writes a few examples of language heard during the activity on the board, including successful examples and common errors. T asks Ss to identify and correct the errors. For example: ❌ Have you ever went to Cusco? ❌ When have you gone there? ❌ I have been there last year. Ss discuss the corrections. T confirms the correct answers and briefly reinforces the difference between the Present Perfect and the Past Simple.