Aziz Aziz

Copy of Grammar: Present Perfect Simple
Pre-Intermediate level


In this lesson students practice present perfect simple to talk about their experiences and past simple to give more details. The lesson starts with pictures of places, famous people and food. This is followed by target language focus with MFP. Finally there is a controlled practice activity of infinitives of the past participles, fill in the blanks with present perfect simple or past perfect simple, and a semi-controlled practice activity for fluency in speaking.


Main Aims

  • To provide practice of present perfect simple in the context of experiences.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation using present perfect simple.


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

I will put up 3 pictures (Paris, President Obama, baklava) on the WB. I will elicit what they are and ask students "Have you ever..." questions. If a student answers yes, I will ask a past simple follow up question. (e.g. -Have you ever eaten baklava? -Yes. -When did you eat baklava?) If they answer no, I will rephrase the "Have you ever..." question to get a yes answer. (e.g. -Have you ever seen President Obama on TV? - Yes. - When did you see him?)

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

From this, I will get my target language sentences on the WB. I will write "Have you ever eaten baklava?" and the answer, "Yes, I have eaten baklava" under the baklava picture. I will cover the meaning first by asking CCQs. "Are we talking about the past?" (Answer: Yes) "Can it happen again sometime in the future?" (Answer: Yes) I want to know more details so I will ask "When did you eat baklava?" and I will write the answer, "I ate it last week." I will briefly explain the difference between Present Perfect and Past Simple.

Highlighting (3-5 minutes) • To draw students' attention to the target language

I will have students talk with their partner and find the verb in the sentences. I will highlight the verb on the sentences when they report back, and ask "Is it V1, V2 or V3?" I will write the form on the WB. Subject + Have/Has + V3 (past participle form)

Clarification (3-5 minutes) • To clarify the meaning, form and pronunciation of the target language

I will put a V1, V2 and V3 chart on the WB, and do an example with the class using a verb we covered during lead in (eaten, visited, seen). I will drill and practice pronunciation. We will also cover verb groups regular or irregular. This will lead them into the upcoming controlled practice.

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

Students will work in pairs to get Ex. 1 done. They will find the V1 form of the given V3. We will check the answers WC FB. Students will move on to do Ex. 2. They will complete the dialogue using past simple or present perfect simple tenses. We will check the answers with 2 students reading the dialogue.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

This will be a WC activity. Students will stand up and walk around the classroom, asking each other "Have you ever...." questions using the prompts given. If the answer is yes, they will ask more questions to find out the details. They will tell the class what they found out about each other. This exercise will help them practice present perfect simple and past simple.

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