CLP Lesson Plan Template

Teacher/s: Hejia Fu
Level: Elementary 2 Date/Time: July 29th 10:30-11:30

Objectives:
Students Will Be Able To…
1. use regular and irregular past participles in the present perfect tense.
2. understand that the present perfect tense describes actions at an indefinite time in the
past, while the simple past tense is for actions at a definite time in the past.
3. talk about past experiences with have you ever questions.

Theme: past experiences and have you ever questions

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

Review or Preview (if Review/Preview or Linking/Transitioning T-S, T-SS

applicable) S-S, S-SS
SS-SS
Purpose/objective/focus:
Activity 1: 30min 1. The basic form of present perfect tense.
2. Regular and irregular past participles.
3. Understand that the present perfect tense
describes actions at an indefinite time in the
past, while the simple past tense describes
actions at a definite time in the past.

1.1 Pre-Stage:
- After the last period, you know a little more T-SS 2 min
about the present perfect tense. It is a very
tricky tense and has many uses. During this
period, we will take a deeper look at it.
- We read about Carlos’s trip to Orlando. I
also heard that you have been to lots of
places and had wonderful experiences.
- Look at the sentences. Can you tell me the
structure of the present perfect tense? It
starts with a subject, and then…?
Subject + have/has + past participle

1.2. During Stage:

1. Past participle
- ‘been’ and ‘gone’ are called past T-SS 6 min
participles. S-S
- Like verbs in the simple past tense, past
participles have regular and irregular forms.
- What’s the ending of the regular past
particles?
regular: add ‘-ed’ to the base form. The
same as regular verbs in the simple past.
irregular: practice, use and memorize.
- Model the pronunciation: repeat after me,
visit-visited, like-liked…
- I will give you 3 minutes in the breakout
room to practice these past particles. Close
your book and ask your group members what
is the past participle of ___.
[breakout room: 3 min]

2. Compare the simple past tense and the

present perfect tense.
- We know the basic structure of the present
perfect tense, but when should we use it?
- xx, can you ask me these two questions? T-SS 5 min
What is something fun you have done T-S
in the past?
When did you do that?
- My answers:
I have been to Disneyland.
I went to Disneyland in June of 2020.
Which tense do I use in the first sentence?
What about the second one? What are the
differences between these two sentences?
- Draw two timelines.
For the 1st sentence, can we put down a dot
for this event? → Not really. It happened at
an indefinite time. The time WHEN it
happened is not important. We just want to
know IF it happened.
For the 2nd sentence, can we mark the event
on the timeline? → Yes, it happened at a
definite time, June of 2020.
- Practice this conversation with your
partner. [breakout room: 4 min] S-S 4 min
A: What is something fun you have done
in the past?
B: I ________.
A: When did you do that?
B: I ________ + (past time expression).
- Share in the main room T-S 3 min
 1.3 Post-Stage:
1. Memory game T-SS 10
- Next, we are going to play a memory game. S-SS min
I want you to think of one thing you have
done this week. I do not care about the exact
time. Just tell us what you have done. For
example, I have watched movies.
- What is a memory game? Here, I listed
your names. You need to first repeat what
the classmates before you said, and then tell
us what you have done. Listen carefully. It
will be very challenging for the last person.
xxx, you may start.
- Then, think of one thing you haven’t done
this week. We will change the sequence this
time. xxx will be the first and then the others
keep going.
- Summary:
Affirmative:
I have done. He/She has done.
Negative:
I haven’t done. He/she hasn’t done.

Purpose/objective/focus:
Activity 2: 30 min 1. Ask yes-no questions in the present
perfect tense with ‘Have you ever…?’

2.1 Pre-Stage: T-SS 3 min

- Let’s move on to yes-no questions.
- If the answer is ‘Yes, I have been to
Disneyland.’ How to form the question?
- Move ‘have’ to the beginning of the
sentence. Usually, we can add ‘ever’ before
the past participle. ‘ever’ means at any time,
so again it is an indefinite time.
Have you ever + past participle…?
Yes, I have.
No, I haven’t.

2.2. During Stage:

1. Interview: Have you ever…? T-SS 12
- I have six question cards for you. In the S-S min
breakout room, I want you to ask your S-SS
partner ‘Have you ever…?’ You can answer
‘Yes, I have’ or ‘No, I haven’t.’
 - Take some notes of the answers. Because
when you are back, I want you to share in
this pattern: For example, my partner is Jenn.
She has …She hasn’t…
- Before I open the rooms, can you tell me
what are the past participles of these verbs?
- [breakout room: 6 min]
- Share what Ss learned about their partners.
Pattern: My partner is ...
He/She has …
He/She hasn’t…

2. Find unique things you have done T-SS 12

- This time, I won’t provide you with any S-S min
question cards. Think of something you have S-SS
done but your partner might haven’t.
- Use ‘have you ever …?’ to find out
whether it is a unique experience. If you get
a ‘yes’ answer, think of another experience
and try again.
- Keep asking questions and let’s see who
has done more unique things in our class.
- [breakout room: 6 min]
- Share: what are the unique things you have
done?

2.3 Post-Stage: T-SS 2 min

- Today, we learned the present perfect
tense. Let’s do a quick review.
1) We use ___ to describe actions at a
definite time in the past.
2) We use___ to describe actions at an
indefinite time in the past.
3) The basic structure of the present perfect
tense is __.

Before next class, spend some time on the

Wrap-up irregular past participles. We will learn more
about the present perfect tense next week.
This section is mandatory
1. Materials:
Textbook, Google slides.

2. Anticipated Problems & Suggested Solutions:

1) Students might not be familiar with irregular past participles. I will model the
pronunciation first and give students some time to practice and memorize them in
breakout rooms.
2) The procedure of the Memory Game may be a little confusing. I will present the steps
on a slide, so students can find their names and follow them easily.

3. Contingency Plans (what you will do if you finish early? need to cut LP? etc.):
If I finish early, I will recreate breakout rooms and switch groups for the last task.
Students can ask different classmates and find out more unique things they have done. If I
run out of time, I will tell students to find at least one unique experience. Then, wrap up
the activity and quickly go through the three questions on the review slide.