- T asks some questions about (have you ever done house works ), then teacher shows a picture about house work and asks ss to talk about picture. -SS give their ideas in the correct and incorrect form to handle this -- T just listens to them and gets them talking

- T gives examples in past simple: - T leads in to present perfect: - T elicits answers and show students how the present perfect is formed: have/has plus the past participle. - T tells them that the past participle of regular verbs ends in –ed, just as in simple past.

-T contrasts finished and unfinished time through eliciting ( **One of the best ways to ensure that students understand when the present perfect is used is to contrast finished and unfinished time). - T asks students: Is yesterday finished? (They should say it’s finished.) Asks them: Is today finished? (They should say it isn’t.) - T writes on the board, draw two columns. On the left column write examples of phrases that go with finished time: yesterday, last week, last month, last year, 1990, etc...On the right column, writes those that go with unfinished time: today, this week, this month, this year, etc…

- T makes sure they notice the differences, then, gives examples (only with regular verbs) with both tenses. ( T elicits such things through context ; But this month is not finished so I may visit her again before the month is over). - T provide as many examples as necessary, in all persons, and then asks students to do the same with other regular verbs. - T writes subjects+ have/ has on the board, and elicits the contraction form from students - T writes some filling gaps questions on the board and asks them to do it individually , in order to estimate SS until this stage , before teaching negative and interrogative form.

- T Introduces the Present Perfect – Irregular verbs - T divides the board into three columns and write some irregular verbs in the first column, their simple past form in the second column, and finally the irregular past participle in the third. Gives them examples as they go over each verb: and wants them to make more examples. - T makes sure students have a list they can use for reference. With the help of the list, they provide more examples with other irregular verbs

- T writes an affirmative sentence in present perfect and ask them to change it into negative form, - T elicits SS answers , finally writes the correct form of negative on the board. - T gives each of her students just the affirmative statement and ask them to supply an example in present perfect negative.

- T writes an affirmative sentence on the board and asks them to change it into Interrogative forms. - T elicits their ideas, finally writes the correct answer on the board. - T makes sure they ask questions in all persons, both singular and plural. If they are unsure as to how to ask a question, model it for them first. - T asks yes or no questions and teach students to give short answers - Students ask classmates yes or no questions, and classmates reply with short answers.

- T asks them to look at the pictures and read the conversations, - T asks them to complete them with a past participle from the list in pairs - T monitors carefully while they are working in pairs, and helps if necessary because they are pre- intermediate level, but teacher doesn't interrupt them while they are working well. - T plays the audio for the conversation and asks them to listen and check their answers

-T asks them to look at the highlighted words in the conversations. - T then asks them to match sentences 1--4 to a--d in pairs - T T monitors carefully while they are working in pairs, and helps if necessary because they are pre- intermediate level, but teacher doesn't interrupt them while they are working well - T shows the AK to check their answers

- T asks SS to complete the sentences. ( e, x part D) : Use just + present perfect and a verb from the list, with using contraction in pairs. - T monitors carefully while they are working in pairs, and helps if necessary because they are pre- intermediate level, but teacher doesn't interrupt them while they are working well - T shows the AK to check their answers

- T gives 3 items to SS and asks them to write true sentences about them individually because they are personalized: 1. Three things you've already done. 2. Three things you haven't done yet, but which you are going to do today. 3. One thing you've just done - T gives enough time to them in order to answer the questions - T monitors carefully while they are working in pairs, and helps if necessary - T asks them to share their answers in the class room. - If they make any mistakes, teacher will correct them