T draws three timelines on WB to remain throughout lesson as reference points. State aims and check Ss level of understanding by having them match a few humourous sample sentences to the correct timeline in pairs.

Ss are given a HO with two columns of sentences with the variants of the verb 'to have/n't' left out. In pairs Ss fill the gaps. Once the basic tenses of the sentences has been established sentences from each column are matched to create two-statement dialogues. close personal monitoring and any necessary FB on WB should help clear up any confusion

Sentences are provided on a HO with gaps that can be filled out individually and more freely that the last task allowing Ss to play with the sentences and incorporate more of their own experiences into the task or make it humourous. FB with include any clarification of form needed on the WB but consist mostly of eliciting from Ss how they knew to form the sentence correctly by asking them to match the tense of any chosen sentence to the correct timeline. Ss will then compare answers and the most interesting examples can be read to the class.

A series of images on the board will act as cues to Ss to think about significant events in their life, be it their marriages, hometown, children or work and write two paragraphs about themselves using as much of the TL as possible and employing all three perfect tenses. An example from T will be given to clarify the task.

Leading on from the last task. Have Ss write another piece, longer this time about their home town. What it was like when they were growing up there, what it is like now, what they see in its future and whether they would ever like to go back. T will monitor carefully as there will be no example provided for guidance. Ss will exchange and read each others texts to conclude the lesson.