Step 1: Check prior knowledge

This activity will allow students to begin to identify present perfect tense in
a natural way: by reading a conversation topic in which this tense naturally
appears.

 Hand out copies of the script below.

 Select two students to read the parts out loud.
 Write on the board: Present perfect is used to:
 Discuss the three main ways in which present perfect was used in the
above conversation. Be sure to number the three ways. Ask students
to give examples.
 Students’ prior knowledge:
- Form: S + HAS/ HAVE + P2
- Usages, Signals

Step 2: Define the teaching objectives

(a) Learning:
By the end of lesson, students will be able to understand when to use the past
simple and when to use the present perfect and proceduce examples of
present perfect tense.
(b) Action:
 By the end of lesson, students will be able to write or describe their
experience up to the present.
 Practice and develop speaking skills

Step 3: Prioritise the information

(a) Essential information: Students must know all the forms, usages, signals of
Present perfect tense, and identify when to use the past simple and when to
use the present perfect.
(b) Related information: students should know the pronunciation of verbs in P.P
form, and learn more new vocabulary.
(c) Complementary information: students could know more about background
knowledge from conversations, exercises.

Step 4: Arrange the order of content

The logical order of this lesson is to move from that which is known to that
which is unknown.
 Firstly, warm-up activity is to check students’ prior knowledge
 Secondly, Presentation is to teach students about Present perfect tense.
 Thirdly, practice using Present perfect tense by doing exercises
 Finally, projects, conversations help students practice and develop
more speaking skill.

Step 5: Selecting of the resources:

 Bring printed handouts for students
 Preparing flashcards with irregular verbs on them
 Experiences students worksheet
 Prepare students worksheets
 Prepare projectors
 Bring a print out of the slides in case there is a problem with the
computer
Step 6: Selecting the teaching techniques:
 Brainstorming :
 Ask your students to share some of the things they or their family
members do every week.
 Have them talk about the actions using complete sentences. For
example, a student may share: I go to school.Dad does the dishes.
 Write some of the sentences on the board (verbatim, even if they
contain mistakes).
 Have volunteers read the examples and correct any mistakes they
notice. To help them, you can ask a guiding question such as: Does
anything sound weird when you read it out loud?
 Explain the different participles that a verb can have. If a verb
describes an activity that's currently taking place (e.g. jumping), then
it's a present participle. It if describes an action that's already
happened, it's a past participle(e.g. jumped).
 Let them know that you can tell whether a verb is regular or irregular
based on its past participle. If a verb's past participle ends in -ed (e.g.
laughed), then it's a regular verb. If it doesn't end in -ed (e.g. ran),
then it's an irregular verb.
 Questions and answer
 Ask the questions to check whether students have understood the
information
 Encouraging students to ask questions, this helps to clear up any
misunderstandings
 Games: “The excellent story writer”
 Place students into groups of three.
 Ask them to use their irregular verbs to create sentences in present
perfect tense.
 Let them know that these sentences will need to be compiled into a
short story.
 Once they've finished, have each group come up to the front of the
room and tell their story.

Step 7. Estimating the segment times:

 Introduction (10 minutes)

 Explicit Instruction/Teacher modeling (5 minutes)
 Guided Practice (10 minutes)
 Independent working time (10 minutes)
 Assessment (5 minutes)
 Review and closing ( 5 minutes)