45-Minute Lesson Plan for Participants’ Reference
Lesson Objective: Students will be able to use the present perfect to discuss life experiences.
Tim Stage Procedure Stage aim Materials
e/in
t
5 Warm-up Activity: A-Z brainstorm To engage Ss and Paper, pens
S-S ● Ss work in pairs to brainstorm as many provide a
nouns, verbs, and adjectives as they ready-to-use list of
can down the alphabet (3 minutes) ideas for later stages
● only write one word per letter
● complete as many letters as possible in To ensure the teacher
3 minutes uses vocabulary that
● If you have extra letters at the end, the students know, so
leave them blank focus can be on the
● both students in each pair should write grammar point
● Keep list for later
● Pair who finished the most letters wins To gamify the
warm-up, incentivise
Demonstrate elicit a few examples from students to work
students on board efficiently
ICQ’s
-How many words should you write per letter?
(1)
-Do you need to finish all of the letters? (no)
-How much time do you have? (3 minutes)
-Do both people need to write? (yes)
10 Presentation Ask 3-4 students what they wrote for To shows the target Board, markers, lists
T-S particular letters language in context from warm-up
s What did you write for A, B, C, etc?
Write students’ answers on the board Purposefully use
Contextualize with questions: warm-up activity
Have you ever…?
Elicit from Ss how to finish the question with Help students
given word understand when to
E.g., Alligator, have you ever seen/eaten an use the present
alligator? perfect and what it
Repeat with other words means
Meaning Meaning Differentiate between
Draw a timeline on the board past simple and
Indicate ‘now’ and one of the examples from present perfect
above, showing it happened sometime in the beause they are
past commonly confused
__________x________________now_______
CCQs
Did it happen in the past? (yes)
Do we know exactly when (no)
Can we say ‘I have eaten alligator yesterday’
(no)
Why not? (we use the past simple with a
specific time)
Highlight the differences between past simple
and present perfect:
Past Simple (e.g., I visited Luanda last year.)
● Used for completed actions in the past.
● Often includes a specific time (e.g.,
yesterday, last year, in 2010).
● The action is finished and does not
connect to the present.
Present Perfect (e.g., I have visited Luanda.)
● Used for actions that happened at an
unspecified time in the past.
● Focuses on experience rather than
when it happened.
● Can describe actions that still have
relevance to the present (e.g., I have
lost my keys = I still don’t have them).
If you can add "when?" to the sentence (e.g.,
\
When did you visit? → I visited last year.), use
Past Simple.
If "when?" doesn’t matter and the focus is on
experience (e.g., Have you ever visited
Huíla?), use Present Perfect
Form
Form To highlight structure
● Affirmative: Subject + have/has + past and help students
participle understand how to
● Example: I have finished my form present perfect
homework.
● Example: He has read the book.
● Negative: Subject + have/has + not +
past participle
● Example: I have not finished my
homework.
● Example: He has not read the
book.
● Question: Have/has + subject + past
participle?
● Example: Have you finished your
homework?
● Example: Has he read the book?
● Substitution
● She, visit, France
● Ask students to make sentences Check understanding
in affirmative, negative, and
question with the prompt
Pronunciaiton Pronunciation Highlight
pronunciation
Drill features such as
contractions
I have eaten: /aɪ hʌv ˈiːtən/ or /aɪv ˈiːtən/
She has gone: /ʃi hʌz ɡɒn/ or /ʃiz ɡɒn/ Focus on weak forms
We have lived here: /wi hʌv lɪvd hɪər/ or /wiːv have/has
lɪvd hɪər/ regular/irregular past
They have seen it: /ðeɪ hʌv siːn ɪt/ or /ðeɪv participles
siːn ɪt/ Contractions to sound
more natural
10 Practice Controlled Practice Activity To consolidate Gap-fill handout
● Ss work individually to complete a meaning, form, and
S gap-fill exercise pronunciation
● Demonstrate an example on the board
● Give Ss 5 minutes to finish Give ss a written
● Check in pairs record of target
● Feedback: check answers as a whole language
group
ICQ’s
-Can you work with a partner (no)
-How much time do you have (5 min)
-Should you use past simple? (no)
-Which tense should you use? (present perfect)
S-S Semi-controlled practice Activity Allow students to
● Students work in pairs to interview each practice speaking
other using ready-made
● Use statements from the gap-fill questions and
handout, changing them to questions statements
● Elicit from students how to change
statements to questions
● E.g. I have never visited Namibe. - Have
you ever visited Namibe?
● Spend 5 minutes interviewing your
partner, alternating asking questions.
● Feedback: Report interesting findings
with the class.
ICQs
-How many people should you interview (1)
-Do you need to make up your own questions?
(no)
-How much time do you have (5 min)
15 Production Activity: Most Deprived Allow freer practice Chairs or space to
● Students write down five things they’ve using the target form a circle
S never done (3 minutes) language
E.g., I’ve never been on a boat.
Ss- ● Arrange a circle of chairs, if possible, for Promote creativity
Ss all but one student and personalization
● That student stands in the middle and
announces something they have never Encourages listening
done
● Anyone in the circle who has done that
activity must get up and race to a new
chair
● The person in the middle tries to get to
an empty seat as well
● The person left standing takes the next
turn
5 Wrap-up ● Ask students which activity they would End on a positive
like to try that they haven’t done already note
T-S ● Assign homework
s ● Answer any questions Clear up any
confusion
