TP8 Grammar
Pre-Intermediate level


Abc Images from web

Main Aims

  • To provide grammar practice of the present perfect simple in the context of the expression "Have you ever..."

Subsidiary Aims

  • To provide fluency practice speaking in BOR and in the post-task discussion.
  • To provide listening practice with the use of a song.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T displays Slide 1 Have you ever received a gift that you did not like? What was it? Ss offer answers.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

T displays YouTube video "Have you ever...?" (channel: Learn English with KT) Instructions: "We are going to watch a video for 2 minutes." T plays first 1:50 of video "Have you ever...?", dialogue using grammar structure. T displays Slide 2, Practice Question Have you ever been to Disneyland? Yes, I have. No I haven't. T displays Slide 3, pictures for prompting conversation. Instructions: "Work in groups to ask each other a question using these pictures and the verbs below. Answer 'Yes, I have' or 'No, I haven't'. You have 3 minutes." T demos 1st picture ICQ: Are we giving long answers or short answers? Short answers, either 'Yes, I have' or 'No, I haven't'. T sends students to BOR T displays Slide 4, answers. T conducts OCFB. Transition: Now let's look at the grammar structure happening here.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T displays Slide 5, How to use present perfect structure in phrase 'Have you ever?' T defines 'Have you ever?' as meaning 'Have you ever even once in your life...' 'Have you, at any time in your life, done a certain thing' "When we say ever we mean even once in your life" Question starts off using the present perfect which is Have + past participle of a verb, either regular or irregular. Answers are either 'Yes, I have' or 'No, I haven't' T displays Slide 6-12, Questions and Answers to practice irregular past participles. T calls on students to ask and answer questions. T explains MFP as needed Transition: Now let's try to use this structure in some sentences.

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

T displays Slide 13, list of questions with blanks. Instructions: "Please work individually to fill in the blanks. You have 4 minutes." T demos 1st question. Instructions: "Please discuss your answers with your classmates in your BOR. You have 3 minutes." ICQ: Are we working together or individually? Together T displays Slide 14, Answers T conducts OCFB. Transition: Let's now practice by interviewing our classmates.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T displays Slide 15, list of questions students can use to interview their friends. Instructions: Use these questions to ask someone in your BOR a question and then try to ask one follow-up question. Remember to keep your answer short with 'Yes, I have' or 'No, I haven't' so that you have time to practice a lot of sentences. You have 8 minutes. T demos first question. ICQ: Are we giving long or short answers? Short T conducts OCFB Transition: Great job. Let's discuss what we can improve.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

T conducts OCFB following productive stage. T writes on screen samples of Ss production and nominates learners to identify and correct problems.

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