Luiza Luiza

TP 3
Pre-Intermediate,B1 level


This lesson will enable students to get more practice on the already familiar topic of Present Perfect through a variety of tasks. Students will revise the usage of the tense and do first writing exercises followed by speaking practice. Some tasks are purely writing and speaking exercises, others involve a combination of writing and speaking skills. First of all, they revise the difference on the use of FOR and SINCE. They then focus on the difference between the verbs GO and BE in Present Perfect. This is followed by making sentences and discussing them. The last activity is a purely speaking task where sts ask each other questions using the Present Perfect tense.


Abc flags
Abc a WB table
Abc self imagined story

Main Aims

  • To provide review and practice of Present Perfect structure

Subsidiary Aims

  • Enable sts become more accurate while speaking in the context of Present Perfect


Lead-in (3-5 minutes) • To relate to the previously studied material through the context of a few examples

Teacher asks sts questions about where she is from and where they are at the moment of speech. The action is reflected on a time line on WB, the flag of Turkey where the action is set and the country of teacher's origin are illustrated to make the association more vivid. Sts then are given a pair task to make 2 sentences about teacher`s being in Turkey. Teacher sets the time of 1-2 min after which eliciting two types o sentences follows. The examples should contain the words FOR and SINCE. Teacher asks sts to describe the difference between the words.

Review of sentence structures (8-10 minutes) • to understand the difference between FOR and SINCE

Teacher distributes hand outs with Exercise 1 to sts. The exercise is slightly changed. Instead of writing down information sts must find it among pieces of paper with the ready answers, some of which directly refer to sts themselves.Those are answers to the gaps "my last birthday" and "I started studying English". The point is that personalisation of the task creates higher interest in sts, which in turn raises memorability of the topic in question. Teacher then asks sts to exchange the hand outs and asks them questions about each other

Difference between "go" and "be" (5-8 minutes) • learn to recognize the difference between "be" and "go" in the same form of "BEEN"

Teacher groups sts into pairs, explains to sts that they must think about the difference in meanings of the same verb in the exercise. Next sts discuss their thoughts with their partners. Teacher receives FB The explanation may take place provided sts have some questions or misunderstanding.

Writing and speaking practice (10-12 minutes) • to make sts more comfortable with structure in both writing and speaking form

Teacher delivers hand outs with prompts to make true sentences about themselves. Given examples help students build sentences correctly. Teacher monitors sts while they are working on the task.After completing this teachers tells some of the sts to walk around the classroom and find a student who has the most in common with him. Teacher asks sts who have found a partner to describe their similarities and differences.

Speaking practice (8-10 minutes) • to encourage sts to talk more

Teacher draws a table with 3 columns on WB for shops, restaurants and clubs in Istanbul. He/She asks sts to name a few places and writes them down in the right column.In pairs sts must ask each other whether they have been to those places or not. If so, then details like " when that was" can be added. Then random sts speak about their partners.There is no material used for this exercise. The exercise however is on p.79 of the sts' book.

Extra activity (5-8 minutes) • to fit in time limits and provide more speaking practice

In case there is extra time left before the lesson is over Teacher tells sts a story about a very good friend of his/hers. She describes how she told the friend about herself using Present Perfect tense.Sts have a minute to prepare for a similar kind of narration, then tell their partners their stories.

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