Nilay Artemel Nilay Artemel

Present Perfect Lesson
Intermediate level


In this lesson, students learn about present perfect. They will practice speaking by talking to their partners about their experiences and they will try to find people with similar experiences.


Main Aims

  • To provide review and practice of the TL

Subsidiary Aims

  • To provide clarification in the context of experiences


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Before starting the lesson, T reminds Ss about the text they have read in the previous lessons. T asks students what the text was about and what has happened in the story. T elicits answers and asks some questions related to the text.

Exposure (10-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

In activity 1, T writes some of the sentences Ss produced during the lead in on the board. T elicits the form from the students and shows the form and the short form of the TL on the board. T tells Ss to match the questions with appropriate endings and gives the handouts. T shows an example on the board. Ss work individually. When they are finished, they check in pairs. T elicits answers. What does ever mean in these sentences? T first omits "ever" from a sentence and asks Ss the meaning. Then, T adds "ever" to the sentence and asks what kind of a meaning difference it makes. In Activity 2, Ss choose the possible responses. Ss stand up and stand next to each other in a circle. Everybody asks one of the questions from Activity 1 to the person on the right. They answer with the possible short answers. T monitors the activity. T show students flashcards to check for unknown vocabulary. In activity 3, Ss complete the sentences with possible time expressions. T puts the answer keys behind the chairs. Ss check their answers in pairs. Then, they look at the answer key.

Useful Language (10-15 minutes) • To highlight and clarify useful language for coming productive tasks

T shows some pictures of the landmarks on the board. What do they have in common? Are they old or new? T elicits some answers. T gives the H/O. In pairs, Ss talk about the two questions written on the page by looking at the pictures. They write their answers. Then, they change partners and compare their answers. T elicits answers.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

T explains Ss to think about some experiences they have had in their life. In groups of three, Ss write five sentences on the paper. They exhange their papers with the people in their group. Everybody reads two papers. Then, they fold their papers and T collects the papers. Ss randomly pick papers from the box in turns and Ss try to guess who wrote that paper.

Feedback and Error Correction (5-10 minutes) • To provide feedback on students' production and use of language

T notes the errors Ss made in the last activity and provides delayed error correction at the end of the lesson.

Web site designed by: Nikue