PPP Grammar Lesson Table

MFP – Meaning Form and Pronunciation

1. What is the target form? (F) Present perfect

Affirmative form: Subject + have/has + past participle
E.g., I've ridden a camel.

2. What is the model sentence you will elicit I will begin by eliciting a question (based on one of the students' examples in warmer), e.g., 'Have
to begin your presentation? you been to Paris?', and then from that elicit the affirmative: 'I've been to Paris,' which I will use as a
model.

3. What are the negative and Model sentence in negative form: I haven't been to Paris/She hasn't ridden a
question (interrogative) forms of camel Form: Subject + have/has + not + past participle
your model
Model sentence in question form: 'Have you (ever) been to Paris?' (or Have you (ever) ridden a camel?
sentence?
Or similar depending on student starting examples).
Form: Have/Has + Subject + past participle?

4. What is the function? (M) Talking about general life experiences.

Events/actions that occurred at some unspecified time in the past – before now.

The time period is conceived of as unfinished – the event happened at some point before now – so
there is a kind of connection with the present. If we are talking about someone who is dead (e.g.,
Shakespeare), we would not use present perfect as there is no connection with the present.

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5. What do students need to know
about the pronunciation, including
sentence stress and intonation? (P)
Stress and weak forms
In affirmative form, the subject and auxiliary verb are usually contracted:
I've, he's, etc.
In negative form the auxiliary verb and not are usually contracted: haven't, hasn't. (We also
use he's not, they've not etc. but this is less common so I will not present in this lesson)
Affirmative:
The main verb carries the stress, and any content words following the verb. The main stress falls on
the last content word in the clause.
She's met the queen.
They've sailed round the world.
Negative:
Auxiliary verb + n't carries stress and any content words following the verb
I haven't sailed round the world.
Intonation:
Question form: For yes/no questions, the voice rises at the end (➚)
Affirmative and Negative forms: Voice normally falls at the end (➘)
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6. What is the context I will use to Talking about interesting personal experiences.
introduce the form? (M)

7. How will I try to elicit the present I will use a student example of a past experience to elicit the question 'Have you ever...?'
perfect from the students?

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8. How will I encourage students to I will put example questions and sentences generated from student examples on the board, and then
analyse the form (S+V, etc.) analyse as a class.
themselves rather than just telling
them what it is? (F)

9. What concept questions will I ask to When are we talking about? Past, present or future? (PAST)
check students understand how the Do we know exactly when in the past? (NO)
form is being used/what it means?
(M) Did it happen at some time before now? (YES)

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10. What timeline can I use to help I will adapt from this:
students understand sentences such
as “She has been to Turkey”? (M)

(See bibliography for source)

11. How will I get students to practise Drilling and practice activities.
the pronunciation?

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12. What controlled practice activities
will the students do? (F)
13. What freer practice activities will
the students do? (M)
1. Use student examples from the Warmer to create mini dialogues following this pattern: Have you
ever ridden a camel?
Yes, I have.
Really? When did you ride a camel?
Last year.
2. (if time) Students are to write 2 sentences about something they have done and something they
haven’t done + a question.
E.g., I've seen Ariana Grande. Have you ever seen Ariana Grande?
I haven't been to Russia. Have you ever been to Russia?
Using the worksheet, students will talk to each other (Q and A) about experiences they have had.
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