Carrie Carrie

TP3 LP_CV Gordh
Upper Intermediate level


In this lesson students are enabled to understand the MFP of Past, Present, and Future perfect forms using a listening skills in the context of achievements. The lesson then moves into “meaning” using CCQs about Past.Present/Future perfect forms and is backed by a visual representation of each tenses’ relationship with time, anchored with the signal language for each perfect tense. Form and linking/elision in pronunciation, is followed by the completion of a controlled and freer practice that use open personalized fill-in-the-blank and students’ achievements in past/present future to practice closest to individualized real-life use of these grammatical forms.


Main Aims

  • To provide practice of the Past/Present/Future perfects forms through focus on MFP and via controlled and freer practice that asks students to share their achievements via open fill in the blank and use of forms to discuss their achievements in past/present/future.

Subsidiary Aims

  • To provide practice of Past, Present, Future perfect in the context of achievements over a lifetime through listening, writing, and speaking.


Lead In [Prediction] (2-3 minutes) • Engage students & reflect the knowledge they bring to the lesson

Students will see images of 3 people (who will later form the listening task] and predict, "What have they done with their lives?" Students will discuss in pairs, then share with full group.

Listening for Target Language in Terms of Forming Past/Present/Future Perfect (3-5 minutes) • Students listen for detail that defines if target sentence is Past/Present/Future Perfect

Students will listen to 3 speakers (Present/Past/Future) achievements and by spotting details will be able to reinforce of the target sentence is Present/Past/Future perfect.

Meaning via Target Sentences & CCQs (3-4 minutes) • Students will focus on 3 target sentences for Present/Past/Future perfect and CCQs that highlight tense and formation of tense

Using the previous listening activity students will focus on 3 target sentences that model Present/Past/Future tense. These target sentences are each followed by 2-3 CCQs that effectively encourage students to understand how these tenses are formed with their relation to time.

Meaning via Target Sentences Using Visual Representations of Time and Key Words for Each Perfect Tense (3-4 minutes) • To Reinforce Meaning with Visual and Specific Key Word Cues

By charting each tense in time through the books visual examples and my own, and then further reinforcing that by using the key words for each perfect tense, students will have a key to refer to that we will review and encourage to keep for questions or further study. Perfect meanings moving through time can be confusing and convoluted, so this offers students further grounding in meaning as we move into form.

Focus on Form via Target Language (4-5 minutes) • Form is clarified via target words for each tense (has/had/will have) & Form change is questions is reviewed

Using a sentence for Present/Past/Future perfect, grammatical form is shown for both statement and question. To engage students, blanks are left for (has/had/will have) and the change of the subject in future questions is addressed.

Focus on Pronunciation via Elision in Contractions of Present/Past/Future Perfect (3-5 minutes) • To focus on both the common contractions used in Present/Past/Future perfect and the elision this leads to.

Ask students if contractions will be common in Present/Past/Future present forms (Yes). Follow with sentences that model these contractions and lead to elision in examples like "She'd eaten," "He'd owned," "They've offended," etc. All Present/Past/Future perfect forms are covered and loss of full elision in future (because of "have") is addressed. Students practice this pronunciation as a full class.

Controlled Practice by Personalized Open-Answer Fill in the Blank for Present/Past/Future Perfect Sentences (5-8 minutes) • Students use Present/Past/Future perfect by filling in the blank of sentences with their own chosen information

After opening with the first question as an example, students do a controlled practice by choosing 10 of 14 open-answer (no options given personalizes this activity) fill in the blanks. This allows for practice of all kinds of forms of the Present/Past/Future perfect. Students work in pairs to fill these out and discuss. Then we return to share our best in full class OCFB.

Freer Practice: Finish the Sentence About Your Past/Present/Future Achievements in Perfect Tense (8-10 minutes) • Students Create Full Sentences using Past/Present/Future Perfect

Students are given 6 sentences in Past/Present/Future Perfect form in the context of their achievements and are asked to complete them individually, then share them in pairs. Through monitoring I gather correct and "needs improvement" examples. Students are encouraged to talk about their achievements as they engage with the Past/Present/Future Perfect forms. The focus is on students producing target language and positive engagement with their own achievements.

DeC/Gratitude (4-5 minutes) • Review both Model and "Needs Improvement" Student Language in the Past/Present/Future Perfect

From effectively monitoring student language in freer practice and throughout the session, I post student language on Jamboard and engage students' help with appreciating and "improving" language in the Past/Present/Future Perfect forms and any pronunciation issues that have come up during the session. Students are shown gratitude for their work, healthy risks in language, and willingness to engage with the topic, materials, and each other.

Materials Links • Active Links to Materials for LP3

Jamboard (Structure of Lesson): Google Forms (Student Interaction):

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