Jesse Anderson Jesse Anderson

Work & Leisure - Grammar
Pre-intermediate level


In this lesson Ss learn the present perfect, have been & have gone in the context of amusement parks and fun experiences. I'll set the context with an exciting video of a roller-coaster. Then we'll move into a reading to set the stage for the TL. Once Ss are familiar with the TL I'll begin presenting the grammar. First comes present simple (accompanied by an exercise), then have been/have gone (accompanied by an exercise). From there we'll have a game to get some words on the board so we can group them in to similar sounding groups and do some speaking practice.


Abc Activity 2: Gap fill
Abc 6 questions about amusement parks
Abc Text about amusement parks
Abc Photo descriptions gap fill
Abc Find Someone who

Main Aims

  • Grammar: To provide clarification of present perfect for experiences and unspecified times in the past in the context of work and leisure

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of personal experiences (places they've been)


Warmer/Lead-in (5 minutes) • To set lesson context and engage students

Show a video clip of a roller-coaster from YouTube. Elicit the context "Amusement Park" and the word "roller-coaster." Tell them: "I have been on this roller-coaster" Then ask: "Have you ever been to an amusement park?"

Reading (7 minutes) • To expose Ss to the TL

Give Ss the text to read individually to find the answers. In feedback, I'll elicit the answers (and correct the predictions). ANSWERS: Russia Copenhagen, Denmark Rides, roller coasters, eating areas $11 billion (in the US) Disneyland in Tokyo Someone who invents Disney amusement park rides

Present: present perfect (7 minutes) • To present TL: present perfect

Add the following sentence to the WB: "Disney created the first Disney theme park in 1955 in California." Highlight the use of the past simple and the use of time in this sentence. Ask Ss: "Do we know when?" (yes) "So what tense do we use? (past simple)" [draw past simple timeline on WB] Write "The Disney Corporation _________ _________ 11 theme parks around the world" on WB. Elicit the answer (has built). Ask the following concept questions: Do you know when they were built? (no) Is the time of the building important? (no) What is important? (the fact that there are now 11 theme parks) [draw present perfect timeline on WB] We use the Present Perfect to say that an action happened at an unspecified time before now. The exact time is not important. Highlight form: 'subj + have/has + past participle' and give heading "Present perfect for experiences at unspecified times in the past" (5 min)

Controlled Practice (4 minutes) • Practice using the verbs

Let's practice: Give Ss photo descriptions H/O. Tell them to work with their partner and use the word bank to fill in the gaps in the two photo descriptions (p. 60) using the past simple or present perfect. The verb is given). (3 min) Monitor, check answers. Re-clarify and elicit justifications (why do we use______) After time is up give answer key.

Present 'have' and 'been' (4 minutes) • To teach Ss when and why to use 'have' and 'been'

Give a brief presentation of 'have been' and 'have gone.' Been is the past participle of be. Gone is the past participle of go. Use 'been' to describe completed visits. If you have visited a place on holiday and then returned you have been there. If someone goes somewhere but has not come back they have 'gone' there. [draw morocco and Turkey on WB with a stick man on each] Examples: "He's been to Morocco" "He's gone to Morocco" CCQ Is he in Morocco now? Was he in Morocco before?

controled speaking practice (3 minutes) • To provide students with controlled speaking practice of 'gone' and 'been'

Give Ss the H/O from activity 2 in the book (gap fill dialog). Assign them either A or B roles. Elicit the answers (for sake of convenience and time). Explain that it is a dialog with two people speaking to each other. (3 min) Instruct them to read the dialog to each other. Pick a strong student and use them with the first example. Be enthusiastic, a bit dramatic and fit the role with intonation and gestures. Then let them do the next three quickly. Monitor and be vigilant about pronunciation. Drill them one final time on any that they mispronounce.

Speaking Practice (find someone who) (12 minutes) • Speaking for fluency (pronunciation)

Begin by asking Ss some questions. Have you ever been to Cappadocia? Have you ever been in a hot air balloon? (3 min) Instruct them on the "find someone who" activity. First show the H/O and explain that there are two examples that they need to model. Give Ss H/O. First give them a few minutes to come up with the remaining questions they will ask (the blanks they will fill in). Instructions: Ss will ask each other the "have you been" questions about fun places (5 min) Afterward, practice pronunciation by drilling. Ask Ss to put the sentence into the "has gone" form to mix it up (use a quick map sketch on WB). (4 min).

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