• T shows slide 1 with different activities – life experiences - and asks Ss to work in pairs and tell each other which activities they have done in their lives. • Instructions: Look at these activities. Which ones have you done in your life? Work in pairs and tell your friend. You have 2 minutes. ICQs: Do you talk about the activities you want to do in the future or the ones you did in the past, St A? The ones you did in the past. Tell Ss the activities I have done as an example. • After Ss have worked in pairs T conducts OCFB and asks Ss to say which activities their friends have done. • Script: St A, which activities has St B done? St C, which activities has St D done? • For this lead-in activity it is ok that Ss say the activities they have done in life using the infinitive form of the verbs since the target language hasn’t been presented yet.

• T shows slide 2 with a small text for Ss to read for the gist. • Instructions: In pairs read this conversation and answer the question. You have 2 minutes. • T puts Ss in breakout rooms to do the task (2 minutes) • T then conducts OCFB and elicits the answer.

• T shows slide 3 with the text and 3 questions for Ss to work on the meaning and form of Present Perfect. Since the activity is self-explanatory T does not model with Ss first. T gives them some time to negotiate meaning and form in pairs and lets them discover MF for themselves. • Instructions: In pairs read the conversation again and answer these 3 questions. You have 5 minutes. • After Ss have worked on negotiating meaning and form T conducts OCFB and elicits the answers from Ss. • T shows slide 4 to give more clarification on meaning, form and pronunciation. • Script: Look at this question “Have you ever visited the Eiffel tower?” CCQs: Is this question about a past experience or a future experience? Past. Am I interested in knowing the exact time you visited the Eiffel tower? No. Am I interested in knowing if you have visited the Eifel tower during your life until now? Yes. • So, when we want to ask someone about experiences they’ve had in life until now, how can we ask this question? Have you ever…? • How do we form the question? Have you ever + past participle. T circles the form on the board using different colors to call Ss’ attention. • T conducts substitution drills: • Prompts: Have you ever… play volleyball / make a speech / eat Japanese food / write a letter / miss the bus / fail an exam • If I want to ask about he or she, how do we form the question? Has he/she ever + past participle. • What are the possible answers for the question ‘Have you ever…?’ • Drill the pronunciation of ‘have you’ and show Ss there’s a linking between these 2 words. • Now, look at this question ‘When did you visit the Eiffel tower?’ CCQs: Am I interested in knowing the exact time you visited the Eiffel tower? Yes. What verb tense do we use when we mention the exact time? Simple Past.

• To provide controlled practice of the target language T shows slide 5 and tells Ss they have 2 minutes to do the activity. • Script: T does number 5 as a model and takes the opportunity to highlight the difference between been and gone. • CCQs: Look at number 5. Is this question about life experience until now or about exact time in the past? Life experience until now. T elicits the correct answer and underlines it. • Script: Look at these 2 sentences. What’s the difference between ‘has been’ and ‘has gone’? In which sentence is my mom back home? Sentence a. In which sentences is my mom still at the supermarket? Sentence b. • Instructions: Underline the correct option. You have 2 minutes to do the activity individually. • After Ss do the activity T sends them to the breakout rooms to check answers. • Instructions: Check your answers in pairs. You have 2 minutes. • T provides OCFB.

• To practice the target language in a freer way Ss work in pairs and ask each other questions with ‘Have you ever…?’ using the prompts. They should ask follow up questions using Simple Past. • Instructions: Work in pairs and ask your friend about these life experiences. You have 7 minutes. • T elicits the past participles and models the activity with one S. • T monitors Ss performance.

• T writes some examples of language produced by Ss on the board. Ss have to say which ones are correct and which ones are wrong and correct the wrong ones. • Ss do the task in pairs in breakout rooms (5 minutes) • Instructions: Which sentences are correct? Which sentences are wrong? Correct the wrong ones. You have 5 minutes. • T conducts OCFB and DEC.