Objectives:  Students will be able to ask questions about past events

(another group’s travels) using the present perfect tense.  Students

will be able to talk about their (imagined) travels using the present
perfect tense.  Students will be able to write a letter to their friend
using the present perfect tense to describe their travels.  Students will
be able to use a world map to talk about traveling.

Assumptions: Students have a basic knowledge of the meta-language of

English grammar. The students have also already been working with the
present perfect tense for about a week, this lesson will be on the last
day of this unit (talking about the indefinite past)

Possible Problems: Students may try to complete activity using the

simple past verb tense, which would be grammatically correct, but not
the focus structure of the activity. Specific guidelines will be given in
class (use present perfect in each sentence) and on the homework
handout

Activities: Presentation/Review—  Teacher will ask students to produce

sentences about a series of pictures presented on the overhead. The
sentences should be formed using the present perfect tense to
describe events that happened in the indefinite past. The sentences will
be written on the board as a reference for the lesson.
 Teacher will ask students to produce a list of activities that people
could do while traveling (see a Broadway show, ride a hot air balloon,
eat strange food, swim in the ocean, climb a mountain, see pyramids,
ride in a boat, etc).

Structured Practice—  Teacher will pass out world maps to each pair of
students (suggestion: pairs made by tables in Jones 35, as tables each
seat 2 students.) Students will be instructed (via the overhead and
verbal instruction) to remember a pretend trip around the world with
their partner (they have already gone on this trip).

 Students should choose five or more locations they have visited on

the map. They should also choose at least two activities they have done
in each location. (Students will be shown an example map that the
teacher completed. Students may draw X’s or lines on their map to
indicate where they went on their trip.)

Rose ESL 210     Students will then be told to practice talking about
their trip as if they have gone on it already. (Students can use the
sentences on the board from the review to guide them & teacher will
monitor practice/work by visiting each pair).

After about 10 minutes of practice with their partner, the groups will be
paired (probably by proximity in the classroom) and each pair will be
instructed to ask the other pair of students about their travels. (Have
you been to China? Have you seen the Eiffel Tower? What have you done
in Brazil? How many times have you been there? Etc). If there is time:
Pairs will be asked to tell the rest of the class about the pair they
interviewed/talked with. Ideally, each group could go, but with limited
time, the teacher could ask for volunteer groups, or call on a few groups
specifically. T

eacher should make sure there is enough time at the end of class to
explain the homework assignment. Less Structured Practice
(homework): Students will write an essay for a job application with an
international travel agency. The company wants to know about their
travel experience (where they have gone and what they have done). The
teacher should try to make students see the connection between their
past activities (travel) and their present (applying for a job). The
teacher will provide students with a handout. Homework writing will be
checked and given back to students to make corrections for half the
points they missed the first time. What I would do differently next time:
Level: Pre-intermediate
Aim: Present perfect to express an experience some time before now.
Target language: I have been/eaten, played etc, Have you ever...?
Time: 50 minutes
Assumptions: Students will have encountered the present perfect before so should be
familiar with the form.
Possible problems: Students might use the present perfect with past phrases, e.g. I
have been to Mexico in 2003. I have eaten Octopus last year.

Seating arrangement: ‘C’ Horseshoe

Solution: Emphasise the students only to use present perfect tense. E.g. I have eaten, I
have slept, I have played etc. and monitor carefully in the controlled practice to check
all students are comfortable using the tense.

Stage: Lead-in
Activity: Using a picture of a beautiful Toronto (Canada) and story involving your
experience in the city e.g. shopping, restaurants- I have been to Toronto, I have eaten
jelly fish, I have been to Niagara. Teacher asks students if they have been to Toronto
or any beautiful place.
Reason: This is an interactive story, getting the students involved. It will also create
the need to use phrases to express an experience.
Interaction: T-S
Timing: 5

Stage: Presentation
Activity: (a) Elicit the students to share their experience to Toronto.
Reason: The student starts sharing their experience with the teacher and the meaning
of the phrases is implicit in their speaking style. This helps the teacher to assess
students that they are using right form of the tense.
Interaction: S-T
Timing: 5
(b) Drill students with TL sentences; tell the students the TL if they do mistakes e.g.
students might use the present perfect with past phrases- I have been to Toronto in
2005. I have eaten Octopus last year.
Reason: Drilling gives the pronunciation; this should be done as a class and
individually.
Interaction: T-S
Timing: 2
(c) Use the student’s examples to write the TL on board in a structure table. Highlight
the present perfect phrases.
Reason: The table will help students to understand the form, spelling and structure of
present perfect tense. This helps visual learners to pick-up the form easily.
Interaction: S-T
Timing: 3

Stage: Controlled Practice

Activity: (a) Correcting sentences activity on board.
Reason: This will help with testing the students have understood the form.
Interaction: S-S
Timing: 5
(b) Feedback
Reason: Share answers as a class.
Interaction: S-T
Timing: 2
(c) Mingle Activity: Prepare few cards type in a present simple verb followed by a
noun or noun phrase. To make the cards attractive, teacher could search online and
find a relevant image for each card. E.g. Card 1: eat octopus, Card 2: climb a
mountain, Card 3: travel to Spain, Card 4: Win the lottery, Card 5: Keep a secret, Card
6: see a UFO. [Cards will be prepared by the teacher in advance]
Instruction: tell students that you are going to give each one of them a Card. Once
they have their Card, they have to take the info on the Card and change it to reflect the
present perfect question form. Instructions should be given first, then give them the
prompt Card, otherwise they might get distracted by it and won’t listen to your
instructions. To kick start the activity teacher will throw a ‘Soft toy’ e.g. ‘Giraffe of
destiny’- to one student to start the game and ask them to pass the soft toy to the
person seating on right side. E.g. Card 1: eat octopus. Question: Have you ever eaten
octopus? Answer: No, I Haven’t. [The first one is presented by the teacher so that the
students get the glimpse of the activity]
Material required: few square shaped papers, a pen and pictures.
Interaction: T-S
Timing: 2

Reason: This activity will allow the teacher to test the student’s pronunciations,
meaning, and formation of questions while giving them more practice with phrases.
Interaction: S-S
Timing: 8

Stage: Free Practice

Activity: (a) Brainstorm things that have just happened or happening now, teacher
does the first one to explain.
Reason: this will lead into the activity and provide some ideas too. Important to make
this easy for the students, so that more time is spend on using the TL rather than set-
up of the activity.
Interaction: T-S
Timing: 2

(b) ‘I have lied’ Activity: Circle time activity ‘ B’

Students tell their partners two true and one false statement. e.g. – ‘I have ridden a
buffalo’, ‘I have taught Spanish lessons in a swamp’, and ‘I have played tennis’. etc.
students ask questions and try to spot which one is false.
Reason: Activity allows students to use present perfect tense in a free manner.
Interaction: S-S
Timing: 10

(c) ‘Only I have’: students stand up and go around the class asking questions to find
one thing they have done and others haven’t.
Reason: These simple types of activities help students to get involved and understand
the form. If teacher write some grammar sentences on board and ask students to read
and write. It becomes difficult for them to get the form. This way they learn quick and
in a fun way without any hassle.
Interaction: S-S
Timing: 4

(d) Teacher monitors, then feedback.

Reason: ‘BUZZ moment’ it’s a buzz moment when teacher finds that students are
using the present perfect tense correctly and not getting confused with past phrases.
Interaction: S-T
Timing: 2.