Lead-in (4 min) Objective: Engage students with the topic of reconnecting with old friends, activating prior knowledge and preparing them for the grammar focus. Procedure: 1. Set the Context (3 min) • Display an image of people meeting or chatting after a long time. • Say: “Look at this picture. What do you think is happening? Let’s imagine they haven’t seen each other for many years.” • Ask: “Have you ever reconnected with an old friend after a long time? How did you feel?” 2. Clarify Key Vocabulary (1 min) • Ask CCQs: • What does ‘reconnect’ mean? • Can you reconnect with someone you see every day? • Paraphrase responses if needed to ensure understanding.

Google Slides Activity: Identifying Present Perfect Instructions for Students: 1. Open the shared Google Slides link. 2. Read the full text on your slide. 3. Highlight all the sentences that use the Present Perfect (has/have + past participle). 4. Discuss in main room and finalize your highlighted sentences. ⸻ Slide Content (One Slide per Student – Full Text): Text for Highlighting: Ameet has had many jobs in the last ten years. He has worked in sales, has been an estate agent, and now has just started his own company. Edward has moved to the United States, where he has designed popular computer games. His latest game has already sold millions of copies. However, he has never had a girlfriend and still spends most of his time gaming. Lucy is an actress and waitress. She has appeared in plays and TV commercials but hasn’t had a big Hollywood role yet. Since university, Kate has worked for environmental organizations. She has just had her first baby. Hannah has been married three times and has lived in different countries. Now, she runs a small restaurant with her husband. answers Edward has moved to the United States he has designed popular computer games. he has never had a girlfriend She has appeared in plays and TV commercials, Kate has worked for environmental organizations. Hannah has been married three times Step 3: Open Class Feedback (OCFB) – 2 min • Review student slides and check highlighted sentences. • Ask: • Why is this sentence in Present Perfect? • Does it describe past experiences, recent actions, or life achievements? • Clarify common errors and reinforce patterns.

Objective: Ensure students understand the meaning, form, and pronunciation of the Present Perfect tense, focusing on irregular verbs, contractions, and the use of adverbs like just, yet, never, already. 1. Meaning (4 min) Marker Sentences from the Text: 1. Edward has moved to the United States. (Life change with relevance to now) 2. He has designed popular computer games. (Experience – no specific time mentioned) 3. Kate has worked for environmental organizations. (Ongoing action – she may still work there) 4. Hannah has been married three times. (Life experience – no specific time given) 5. They have already seen this movie. (Completed action with relevance to now) Clarify Meaning with Contextual Examples (3 min) • Elicit meanings of key verbs and phrases. • Discuss relevance to the present: o Is Edward still in the U.S.? (Yes, likely.) o Has he designed games once or multiple times? (Multiple times, but no specific time given.) o Is Kate still working for environmental organizations? (Possibly, or she has relevant experience.) o Does Hannah’s sentence focus on when she got married? (No, it focuses on the experience.) o Have they already seen this movie? (Yes, but we don’t know exactly when.) Key Points: • Present Perfect is used when the exact time is not important or when the action is relevant to now Situational Contexts: • Talking About Life Changes: "Edward has moved to the United States." → The result is important now. • Talking About Experiences: "He has designed popular computer games." → No specific time. • Talking About Ongoing Actions: "Kate has worked for environmental organizations." → She may still be working. • Talking About Repeated Actions: "Hannah has been married three times." → Experience, no specific time. • Talking About Completed Actions: "They have already seen this movie." → The action is completed, but no specific time is mentioned. Quick CCQs: 1. "Edward has moved to the U.S." → Do we know exactly when? (No.) 2. "He has designed popular computer games." → Is he still working as a designer? (Maybe, but we don’t know for sure.) 3. "Hannah has been married three times." → Do we know the dates? (No, just the experience.) 4. "They have already seen this movie." → Do we know when? (No, just that it happened.) 2. Form (5 min) Structure Overview (2 min) • Present Perfect = Subject + have/has + past participle • Examples: o Edward has moved to the United States. o He has designed popular computer games. o Kate has worked for environmental organizations. • CCQs: o What changes for he/she/it? (Use has.) o What verb form follows have/has? (Past participle.) o Where do just, yet, already, never go in the sentence? (Before the past participle, except for yet, which goes at the end.) Multiple-Choice Questions (Ask in Main Room) (3 min) 1. Edward ______ (live) in New York for two years. a) lived b) has lived c) was living 2. He ______ (create) innovative software for over a decade. a) creates b) has created c) was creating 3. She ______ (date) anyone seriously before. a) dates b) has dated c) was dating 4. He ______ (appear) in several commercials and movies. a) appeared b) has appeared c) was appearing 5. Kate ______ (work) as a marine biologist for many years. a) has worked b) worked c) was working 1. Edward has lived in New York for two years. 2. He has created innovative software for over a decade. 3. She has dated anyone seriously before. 4. He has appeared in several commercials and movies. 5. Kate has worked as a marine biologist for many years. Key Takeaways: • Have = I, you, we, they. • Has = he, she, it. • Use past participle after have/has. • Never, just, already go before the past participle; yet goes at the end in questions/negatives. 3. Pronunciation (3 min) Focus on Contractions • Write on board: Edward’s moved, He’s designed, Kate’s worked, Hannah’s been, They’ve seen. • Drill pronunciation: He’s (He has), Kate’s (Kate has), Hannah’s (Hannah has), They’ve (They have). • Practice connected speech with students. Irregular Verb Pronunciation • Highlight differences: move/moved, design/designed, work/worked, be/been, see/seen. • Drill past participles in context: "Edward’s moved," "Hannah’s been married three times."

Controlled Practice Duration: 6 minutes Lead-in to CP Instructions: • “Now we’re going to practice forming Present Perfect sentences.” • “In this activity, you’ll use given words to create correct Present Perfect sentences.” • “First, complete the sentences individually.” • “Then, we’ll work in teams in breakout rooms—each team will submit one final answer.” CP Activity – Present Perfect Sentence Formation (Individual + Team Task) Duration: 4 minutes Google Forms Link: https://forms.gle/34cehGGnDmGjv1Av5 Instructions: 1. “I’ll give you some word sets. Your task is to form correct sentences in the Present Perfect.” We will from break out rroms where you will be answering this question. Questions: 1. not / she / visit / the museum / this month 2. already / they / eat / dinner 3. never / he / go / to a concert 4. just / we / finish / the project 5. not / I / read / that book / yet 6. meet / they / someone famous / before Answers: 1. She hasn’t visited the museum this month. 2. They have already eaten dinner. 3. He has never gone to a concert. 4. We have just finished the project. 5. I haven’t read that book yet. 6. They have met someone famous before. Return to Main Room – Check Answers and CCQs (1 min) CCQs (Concept Checking Questions): 1. Does this sentence talk about the past or present? (Past with a connection to now) 2. Is the action finished or ongoing? (Depends on context, but usually completed with relevance to now) 3. Do we know the exact time when it happened? (No, just the experience or recent action) 4. Which words show that it’s Present Perfect? (have/has + past participle) 5. What’s the difference between ‘never’ and ‘already’ in a Present Perfect sentence? (Never means it has not happened at all, already means it has happened before now.)

Lesson Plan: Freer Practice (10 min) Objective: To practice the Present Perfect structure fluently in a communicative task that encourages students to use the target language in a natural context. 1. Set-up & Instructions for Freer Practice (1 min) • Goal: To give clear instructions for the task and provide context for the questions. • Instructions: • “Now we’re going to do a communicative task where you’ll use the Present Perfect to talk about your experiences in the last 5 to 10 years.” • “You’ll work in breakout rooms and ask each other the following questions. Remember, use the Present Perfect tense when answering.” • Questions (on screen or written on the board): 1. Which cities/foreign countries have you visited in the last five/ten years? 2. How many times have you changed school/job in the last five/ten years? 3. Which important skills have you learned in the last five/ten years? 4. Which new sports or interests have you taken up in the last five/ten years? 2. Breakout Room Activity (8 min) • Goal: To engage students in asking and answering questions using Present Perfect while practicing fluency in a conversation. • Instructions: • “You have 8 minutes to talk with your partner(s). Please ask and answer the questions, and take turns speaking.” • Guideline: Encourage students to ask follow-up questions like “When did you go there?” or “What sport did you take up?” to keep the conversation going and use more Present Perfect forms. 3. CCQs (Clarifying Questions) After Breakout Rooms (2 min) • Goal: To check understanding of the Present Perfect structure and the context of the questions. • Instructions: After returning to the main room, ask students these CCQs to ensure comprehension of the questions and help clarify any misunderstandings. CCQs for the Questions: 1. Which cities/foreign countries have you visited in the last five/ten years? • Are you talking about trips that are already completed? (Yes) • Do you need to say the exact dates or just the experience? (Just the experience) 2. How many times have you changed school/job in the last five/ten years? • Does this question refer to a specific time or to an experience over a period of time? (Period of time) • Should you give the exact date you changed jobs or just the number of times? (Just the number of times) 3. Which important skills have you learned in the last five/ten years? • Do you need to mention the exact moment when you learned them? (No) • Are you asking about skills you’ve learned recently or over time? (Over time) 4. Which new sports or interests have you taken up in the last five/ten years? • Is the question about things you currently do or things you did in the past? (Things you currently do or started recently) • Are you focusing on skills you’ve developed over time? (Yes)

Delayed Error Correction (DEC) (3 min) Objective: Provide constructive feedback on students’ use of the Present Perfect tense during the freer practice task. 1. Error Noting (During Breakout Rooms) • While monitoring breakout room discussions, jot down common errors related to: • Present Perfect form (e.g., He has went instead of He has gone). • Incorrect use of yet, already, just, ever, never. • Incorrect switching between Past Simple and Present Perfect. 2. Class Feedback Session • Write examples of errors on the screen/whiteboard (anonymously) and elicit corrections. • Highlight strong examples of accurate language use. • Reinforce rules through guided questions: • “Why do we use has been instead of was here?” • “When do we use yet in a sentence?” 3. Wrap-up • Encourage students to self-correct and reflect on their learning. • Emphasize takeaway points, e.g., how the Present Perfect relates to experiences over time.