TEFL Training

Name: Rastko Palikuca

Learning Objective: By the end of this class meeting, students will be able to discuss actions and experiences, use
present perfect tense correctly and appropriately in their speech, ask others questions using present perfect tense,
show interest through good listener feedback and continue a conversation by asking short questions.
Level: Intermediate
Lesson Plan: Present Perfect
Ages: Teens or Adults

Stage Teacher´s Procedure – Teacher Procedure - Students

T/S
Objective (How you would teach) (What would students be doing)
Ratio
Warm To review Write on the white board on the left side SUMMER Students will be working in
up/Review previous and on the right side WINTER. groups. Each group needs to
knowledge. Divide the class into two teams. Assign team 1 share their own travel
To build “Summer” and team 2 “Winter” experiences. Students will
student’s Have students get into groups and discuss the be active participants.
trust and topics (Summer/Winter) together. Ask students to Students will show interest
15 minutes confidence. share some of their own favorite travel experiences for the topic and it will
that they can remember. Team 1 can share their get them thinking.
summer experiences, while team 2 can talk about
their winter experiences. 10/90
After about 7-8 minutes of discussion, ask members
from each group to share what they discussed with Small groups 3 or 4
the class. This will just get them thinking about students.
the topic for the day, and can activate some of the
students’ prior knowledge. When they finish, ask
students, “Why do we sometimes say ‘I have gone’
and other times we say ‘I went’?” This should
provide an opportunity for noticing.

To introduce Draw students’ attention to the objective on Students will be listening

Introductio topic of the white board and read “Students will be to the teacher.
n today’s able to use present perfect tense correctly
5 minutes class. 80/20
and appropriately in their speech, ask
questions using that tense and forming
negative statements.
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 To teach Step One:
Presentatio the
n Review the past tense in a chart on the whiteboard Students will be listening
learning
by drawing the outline and filling the columns. to the teacher and will be
25 minutes objective. working individually.
You will be
teaching S. Past Tense Formula Sentence: he/ “travel”
the verb
Statement S+V (+ed) He traveled.
Negative S+did+not+V He didn’t traveled.
tense
Y/N question Did+S+V? Did he travel?
Present
Info question Info+Did+S+V? Where did he travel?
Perfect.
You need to Open the presentation by eliciting responses of the
teach “when past simple, such as:
and how”
this Where did you travel last summer/winter?
grammar What did you eat yesterday for breakfast?
topic is What did I say five minutes ago? Students will be responding
used in a to the questions presented.
real life Expect responses such “I went… We traveled… You
40/60
said….
context.
Highlight the words last summer/winter, yesterday
We begin and five minutes ago.
with
previous Tell students: You must always use the simple
knowledge. past when details about the time or place that an
Ask if action occurred are given or requested. Use the
students simple past to talk about a finished action that
know verb happened at a specific time.
tense
Present
Step Two:
Simple and
Past Now let’s talk about the present perfect. You form
Simple. the present perfect by using “have” or “has”
followed by the past participle form of the verb.
For example, “I have traveled to India.”

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Elicit from
students. The present perfect confuses English learners
because it refers to a past action. It is also Students will take notes and
called “present perfect” because speakers use it to write the time line in their
stress the importance of a past event in the notebooks
Draw the
present. The sentence “I have traveled to India”
time line
emphasizes the present effect of a past event --
on the travel. The exact time of the travel is not
board. important.

Tell PAST PRESENT FUTURE

students
when and
how this The construction of this verb tense is
language is straightforward. The first element is have or has,
used. depending on the subject the verb is conjugated
with. The second element is the past participle of
the verb, which is usually formed by adding -ed or
On the
-d to the verb’s root (e.g., walked, cleaned,
board write
typed, perambulated, jumped, laughed, sautéed)
as many although English does have quite a few verbs that
sample/exam have irregular past participles (e.g., done, said,
ple gone, known, won, thought, felt, eaten).
sentences
using Affirmative sentences:
affirmative I have traveled to India twice.
, negative I have just finished my breakfast.
and She has been to Japan recently.
questions.
Negative sentences:
I haven’t traveled to India so far.
He hasn’t finished his breakfast yet.
We haven’t been to Japan lately.

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 Question sentences:
Have you ever been to India?
Has he recently traveled to Japan? Students will be paying
Have you studied English for a long time? attention to the teacher and
will also provide examples
Elicit more responses of actions/experiences when using the language
Continue to presented.
the time of the action is not important or not
involve
specified. Write the input from the students on the
students in
board. Underline the structure.
the process.
Ask
Verbally describe the structure pointing out the
questions.
structure and the regular/irregular verbs.

S. + (HAVE/HAS) + PAST PARTICIPLE - affirmative

Students can
S. + (HAVE/HAS) + NOT + P.PARTICIPLE - negative
ask each
(HAVE/HAS) + S. + P.PARTICIPLE – questions
other
questions or Step Three:
ask the
teacher a When to use this tense.
question. There are several common situations that require
the present perfect. Listen and focus.

1) Elicit from the student by asking to describe an

Teach action that started in the past and continuing in
students the the present.
different
situations They haven't lived here for years.
or domains He has worked in the bank for five years.
Students will be sitting and
in which We have had the same car for eight years.
participating by responding
this new Have you played the piano since you were a child?
to the questions presented.
grammar
topic can be Say: “For” and “since” are adverbs that tell about
used. the duration of an activity.

2) Elicit – Ask students to describe an action

performed during a period that has not yet

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 finished.
Keep
students I have worked hard this week.
involved. It has rained a lot this year.
Obtain from We haven't seen him today.
them answers
and
Say: We use present perfect with an unfinished time
reactions.
word (this month, this year, today). The period of
time is still continuing.

Students will be writing and

3) Elicit by asking: “Can anyone describe a
Continue to asking each other questions
repeated action in an unspecified period between
correct
the past and now?”
student’s
mistakes.
They haven’t seen that film five times
It has happened several times already.
Has she visited them frequently?
We haven’t eaten at that restaurant many times.

Underline or
4) Elicit by asking: “Can you describe an action
highlight
that was completed in the very recent past,
the grammar
expressed by 'just'”
structure of
the topic
Have you just finished work?
without
I have just eaten.
focusing on
formulas.
We have just seen her.
Has he just left?

Say: Pay close attention to adverbs. Adverbs give

Listen hints, or clues, about which verb tense you should
Students will respond and
closely for use. Take a look at the reference list below.
participate using the
mistakes. Do language presented.
correct Just, already, up to now, until now / till now,
students ever, (not) yet, so far, lately / recently.
using on –
the-spot

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error
correction.
5) Ask students to create a sentence in which the
time of the action is not important or not known.

He has eaten my soup!

Have you seen 'Gone with the Wind'?
We have studied Japanese, Russian, and English
Ask students
***Advanced tips.
if they have
We do not use the present perfect with
any
an adverbial which refers to past time which is
questions.
finished:

He has not seen that film yesterday.

We have just bought a new car last week.
When we were children we have been to France.

We use the present perfect of be when someone

Once you are has gone to a place and returned:
certain that
A: Where have you been?
students
have learned
B: I have just been out to the store.
this grammar
A: Have you ever been to London?
topic and
B: No, but I have been to Liverpool.
know when Students will be taking
and how it But when someone has not returned we use have/has notes.
can be used, gone:
as well as
how to form A: Where is Maria? I haven’t seen her for days.
it, you can B: She has gone to London for a week or two.
move to
practice Say: Let’s review one more time this topic.
activities. The present perfect of any verb is composed of two
elements: the appropriate form of the auxiliary
verb to have (present tense), plus the past
participle of the main verb. The past participle of
a regular verb is base + ED, e.g. played, arrived,

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 looked. For irregular verbs, see the Table of
irregular verbs. The present perfect is used to
indicate a link between the present and the past.
The time of the action is before now but not
specified, and we are often more interested in
the result than in the action itself.
Now that we HAVE learned how to use it, let’s
practice listening and speaking.

Practice activity 1:
Practice To provide
45 minutes activities
Write and Practice:
for
structured,
1- Have students break into two groups. Each group
semi-
is given a marker and a large space on the
structured
whiteboard. Write on the board:
and
unstructured
practice,
She/ “think” -about it
building
John and Ana/ “to be” -married
fluency and We/ “not/swim” in the ocean
communicativ They/ “buy” many fancy cars
went
e skills. I/”eat” a lot.

This is a good opportunity to assess the students’

grasps of the grammar form, as well as to provide
Before your an opportunity for noticing what happens in present
students perfect tense when we encounter irregular verbs
Students will respond to the
start such as “swim.”
questions individually or in
answering, Announce the winner of the activity and review the
groups or class as a whole.
divide them correct answers together. Point out the irregular
into two verb “swim” ! “swum”, “eat ! “eaten”.
groups.
Explain any words they may be having troubles with.

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 2- Students will be given the opportunity to take a
look at the past participle forms of irregular
verbs. Students can work in pairs or groups,
Students filling in a partially completed chart of irregular
will be verb forms. Make your own chart. Students will be writing.
listening,
writing and BASE SIMPLE PAST PAST PARTICIPLE
answering. go went gone
do did done
be was been

3- For this activity, the students are able to

interact with the grammar and content a bit more
freely. Ask students to write on a piece of paper
the following items:

1.a sport you’ve never done

2.a local attraction you’ve never visited
3.a food you’ve never eaten
4.a drink you’ve never drunk
5.something you’ve never been able to understand

Once everyone has finished writing, tell the

students to get up and say/write their own examples
in front of the class. Together with the students
check for mistakes. No winner or looser, no points.

Practice activity 2:
Make sure
Listen and Practice:
the dialog
is short and
1- Read the dialogue two times. Ask the students to
based on a
listen carefully. Follow up with some content
real life
questions afterwards. If they have any questions
situation or
about the words, tell them to ask you.
context.
Follow the
objective of
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the lesson.
Be certain Ana: Have you done anything fun lately?
that John: Yea, we went to a new club called Fizz last Students will be reading.
students week. Have you been there?
understand Ana: No, but I’ve heard good things about it. How
the dialogue was it?
and have John: Yeah, it’s nice. The music was really good.
developed Do you like pop music?
listening Ana: Yeah, it’s OK, um, not my favorite. I prefer
skills. rock n’ roll.
John: Do you? Have you seen that new movie about Students will work
rock n’ roll artists? individually.
Ana: No. Is it good? They will actively
John: Yeah, I’ve seen it a couple of times. participate and comment.
Ana: Have you? Well, I’m kind of in the mood for a
movie. Do you want to see it again?
John: Well, I enjoyed it, but... I’ve never seen a
movie three times.

Elicit two volunteers to read the dialogue aloud to

the class one more time.

While listening, students can highlight the grammar

topic.

Ask students what the very first topic is that is

being discussed.
Then ask what topic comes next and after that, etc.
Write the topics they identify on the board.
Ask students what the speakers are doing to move
the conversation forward and how the topic
continues to evolve. This should bring their
Give
attention to the present perfect tense
feedback
construction. Ask students have they ever seen some
once you
movie or listened live a famous popular band, or
complete
have they ever visited and danced in a music club.
this
activity.

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 Practice activity 3:

Speak and Practice:

This is the
activity Now is a great time for students to get some
where realistic practice in. Introduce the activity by
students showing them some pictures of local attractions or
build world’s famous places.
fluency.
Ask students if they have ever visited any of these
places (or pick out a specific place of the group Students will work in
and ask). If they say yes, respond with “Have you?, individually and in groups.
When/where/why + have you?”. They will actively
After doing this at least twice, tell the students participate and comment.
to get into groups and think of their own favorite
local places. Tell them they don’t have to be
extremely popular or famous places, but instead
Students just place they really enjoy going. Give them a few
need to work minutes to think of some places on their own. Tell
both them to ask the people in their group if they have
individually ever been to these places. For the people who
and in haven’t been to those places, they should listen
groups. and ask about the places they haven’t been.
What are some fun things to do in the area?
Restaurants? Sites? Activities?

Give Keep the conversation going.

feedback on
their
performance.
Evaluation
To check for Choose students randomly to come to the front of Students will be
learning and the class to do a short dialogue using the language participating in the role-
retention of presented. play or watch their
15 minutes classmates perform.
20/80
both today’s
and past I will be in the back of the class taking notes to
lessons. see how well they perform. It’s a non-graded Pair work or small group
Give your evaluation. activity.

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 feedback.

Homework Assign a homework activity: Students will take notes on

Give the homework activity
10 minutes students Write about a country or city that you have always assigned and bring the
homework to wanted to visit. assignment on the date
reinforce or Describe it in a short paragraph (6-10 sentences) requested.
consolidate Where is it? What is it like?
learning. Why have you never been? Individual work. 10/90
How long have you wanted to go?
What specific place would you visit and why?
Include any other information that you think is
interesting.

Note: Please attach all handouts, pictures, visual aids or posters here.

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SIGNAL WORDS OF THE PRESENT PERFECT TENSE - ALREADY, JUST, YET, NOT YET, EVER, NEVER, SO
FAR, TILL NOW, SINCE, FOR, RECENTLY, LATELY, ONCE, MANY TIMES, SEVERAL TIMES, BEFORE, ETC.

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