T will warm up the session by first personalising the topic and talk about an experience, then allow Ss to ask more questions about it. T then, will put Ss into pairs and give them questions to ask and answer each other. Main point of this stage is to highlight the context of the coming listening tape.

T will play the tape scrip for Ss for a general idea first. ICQs: so what are we going to do, write or listen? What are listening for, everything or to answer these questions? T will take Ss answers then set a second listening task to fill the gaps from the tape script from where you will be filling these gaps? how are you going to listen this time? T will take Ss answers and highlight the model sentences on the WB

T will write the model sentences in the board and ask students to figure out the differences in them T will elicit the form of the present perfect from the model sentences from the students and clarify the structure T will ask Ss to discuss in group the use of "never" and "ever" in the present perfect. T will take the answers as a WC feedback and clarify it if needed, then ask CCQs: Do we use "never" for questions?(No) Do we use "never" for positive statements? (No) When do we use "ever"? (Questions) When do we use "never"?(for negative statements)

T will highlight the model sentences again and elicit the meaning and form from students (T do more clarification afterwards ) T will do drilling, and fingers technique for a correct pronunciation T will ask CCQs: Does this happen in the past?(yes) Do we know the time exactly ? (No) Does this still happening now? (No) T will ask Ss "When do we use present perfect then?" Ss will discuss the questions in a group and give the answer as a WC feedback

In this stage T will do a ball game to practice the target language ( present perfect with "ever" and "never"): Ss will stand in a circle , then one Student will ask the question" have you ever been to ...( naming a country or a city)" and throw the ball to another. Ss with the ball will have to answer the question with either "yes I have been to ...." or " No, I have never been to ...." The main aim of this game is to provide students with an oral fluency practice of the target language