Christopher Sanders Christopher Sanders

Pre-Intermediate (A2) level


In this lesson, students will be exposed to the present perfect grammar using ever and never. The learners will speak about their experiences and whether or not they have experienced certain things.


Abc Speakout Pre-Int p.38
Abc 7/2 Staging PPT
Abc Active Teach

Main Aims

  • By the end of the lesson, students will have been shown the form and function of present perfect and had chances to use the target language to describe experiences.

Subsidiary Aims

  • Students will practice speaking about their experiences and asking about others' experiences.
  • Students will be introduced to several collocations with make and do, and have a chance to practice them in a controlled activity.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Greet students as they arrive and chat until enough students are present to begin. Show slide 2. Ask Ss "What is your talent?" (CCQ talent: Is a talent something you're good at? Did you learn your talent or is it natural?) Give Ss a moment to think and then let them respond. (If there are 4 or more Ss, put them in breakout rooms for 1-1:30 minutes to talk to each other.)

Vocab Presentation (8-10 minutes) • To expose student to the the target vocab

Switch to Active Teach in Zoom share screen: SO PR p38. Direct Ss' attention to the "Have you ever..." text at the top of the page. CCQ a few of the words: speech - If I give a speech, am I talking or writing? Do you usually give a speech in front of people? Do you usually prepare a speech before you give it? terrible - If something is terrible, is it good or bad? VERY bad or A LITTLE bad? mistake - When you make a mistake, do you do the right thing or the wrong thing? [project - this is a cognate in Turkish, so no need to check it] dangerous - If something is dangerous, is it safe? Is bungee jumping dangerous? [the rest of the words should be known by the Ss] In pairs (breakout rooms), Ss look at the images and try to match them to the phrases. Then, they ask each other 3 of the questions. After returning to the main room, ask students to tell me one of their partner's answers.

Grammar Presentation (9-11 minutes) • To provide context for the target language through a listening exercise and exposure to form, meaning, and pronunciation

Direct Ss to exercise 2a on p38. Tell them to try to notice the verb tenses the speakers use. Play listening track. Ask Ss to underline the Past Simple in the transcript. Then, ask them to see if they can find any time references to go with those sentences, even if they are in another sentence. Underline them as well. (T. will do this on Annotate after a moment.) Next, direct their attention to the 1st sentence. Ask them who knows what that grammar is. (Probably they will get it as it's plastered in the exercise and elsewhere.) Switch shared screen to PPT, Slide 3. The same sentence is shown there. CCQ: Is he asking her about the past? Is it about a specific time in the past (or any time in her life)? Show the word EXPERIENCE on the slide. CCQ: Do you know this word? If I talk about the things I did in my life, those are my ... experiences? If you went to Paris, was that an experience? If you ate sushi, was that an experience? Ok, so, is he asking her about her experiences? Right! So, is this grammar about the past? Is it about the future? Is it still true now? Show slide 4. Ask them which timeline matches the sentence. Choose 1 student and drill the question with backchaining. Repeat with another student. Highlight the grammar (animation). Slide 5. (blank, for Annotate) Ask S where they have traveled. Choose one of their answers. Elicit a present perfect sentence from them. CCQ other Ss about the sentence. ("Did they go to ___? Was it in the past? Do we know when? How many times?" etc) Drill with backchaining. Annotate the sentence onto the screen, highlighting the grammar words. Switch shared screen back to AT. Ask Ss to Annotate the sentences, circling Present Perfect verbs in exercise 2A.

Pronunciation/Sentence Stress (3-4 minutes) • To demonstrate the normal intonation of the target language

(p38, 2c) Play audio track again. Ask Ss to listen to the stress. Ask them where the stress(es) are in the sentences on slide 5. Draw them stresses with Annotate. Drill the sentences, focusing on sentence stress.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Do exercise 3A, Ss check answers with a partner (depending on number of Ss). CCQ a couple of questions. #3 - In the past, did you eat snails? #4 - When did I read the book? Is last night a specific time, or just any time in the past? (Do more if necessary) Go to p135, have Ss work in pairs to complete ex. 4.1-A (if time is running long, Ss can do this with Annotate together)

Free Practice (7-9 minutes) • To provide students with free practice of the target language

Ss individually will have 3-4 minutes to write 3 questions to ask their partner, using "Have you ever..." sentences. Then, in breakout rooms, they will ask their questions and include 1 follow-up. For demo, show slide 6. A: Have you ever written a computer program? B: Yes, I have? A: Oh, really? What did it do? B: I said "Hello, world" 100 times.

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