Students will look at pictures that represent activities that they might have done in their life. The teacher will set the context of life experiences by asking students questions 'Have you ever...?'. This will elicit students to answer the questions using the target language. (i.e., Have you ever gone on a cruise? Have you ever been on TV? Have you ever ridden a Ferris wheel? Have you ever climbed a pyramid? Have you ever eaten snails?)

The Teacher will assess students' previous knowledge on present perfect simple. - Students will read a short text and will highlight the sentences written in present perfect simple. - Students will try to discover the purpose of using the tense. - Teacher will conduct open class feedback.

Students will find infer the meaning, form, and pronunciation of the target language through guided discovery -The Teacher will elicit students to determine the meaning of present perfect simple. - Individually, Students will figure out the form of the tense by analyzing sentences and completing a table. Teacher will conduct open class feedback to clarify the form. - In pairs, Students will complete a second table containing four tense patterns, in which they will have to figure out the meaning, timeline, and pronunciation (stress circles). They will have to give their own examples. - Open class feedback will be conducted. The Teacher teacher will conduct choral and individual drilling, emphasizing the weak forms of the contracted auxiliary verb 'have'.

Students will listen to a recording about Dave and what he has done so far during his trip. They will do two tasks: 1) While they listen, they will check a list of the activities that Dave has already done. 2) Afterwards, the students will write sentences from the items in the list, using present perfect. Students will check in pairs. Then I will conduct open class feedback.

- Students will do a create their own 'To-do List' of things they usually do at work, at school, at home, or at a trip. This allows students to use the language to describe daily-life activities. - Then as a communication activity, each student will share their list in with the class, formulating the sentences in their head while they speak. This will allow students to use the target language in daily life conversations.