A set of pictures using which learners focus on the subject of interesting places. T uses the pictures to engage Ss and slip in a few examples of present perfect.

A conversation between Peter and Mandy is presented. Learners listen and provide answers. Exposure occurs first through listening and then, while Ss are checking their answers, it also occurs through reading.

T asks learners to find a few sentences in which 'have' or 'has' exists. T then selects some of them and puts them on the board.

The meaning is elicited by focusing the Ss' attention on 'past experiences' and the use of 'definite time expressions'. T uses CCQs to do so. T also presents a set of sentences with mistakes so that Ss can decide for themselves what the correct usage is and what the wrong form is. As for form, T uses the board to elicit the structure of present perfect. The four forms are elicited. The contractions are also elicited. As for pronunciation, T focuses on the pronunciation of -ed: /t/ (e.g. worked, helped) - when 'ed' comes after an unvoiced consonant sound. /d/ (e.g. stayed, lived) - when 'ed' comes after a voiced consonant or a vowel sound. /ɪd/ (e.g. started, decided) - when 'ed' comes after the sounds /t/ and /d/.

Oral controlled practice: Ss make sentences + drills (if necessary) Written controlled practice: Ss fill in the gaps.

Ss ask each other the questions presented in the previous section. T monitors the activity and provides support if needed. T provides feedback.

T writes 'have you ever ... ' on the board and Ss walk around the class and pose at least 3 questions to at least two Ss and take notes to report.