Have You Ever…?

Present Perfect Tense

ObjectivesBy the end of this class meeting, students should be able to discuss dreams and experiences, use present perfect tense correctly and appropriately in their speech, ask others questions using present perfect tense, show interest through good listener feedback and continue a conversation by asking short questions.

Materials and Resources● Google Slide Presentation

● Never have I ever Game Slips

● Students’ Textbooks and Workbooks

● Whiteboard(s)

● 1 projector and screen

BackgroundThe homework included a review of that day’s topic-- human characteristics/behaviors and horoscopes-- and grammar-- adverbs describing adjectives (extremely wealthy, totally laid-back etc.).

Homework also included a listening activity that previewed this week’s topic, and two pages of textbook reading and practice for this week’s grammar point.

BackgroundThis lesson plan was designed for a class of sixteen, adult high-intermediate students from multiple first language backgrounds including Spanish, Portuguese, Korean, Chinese, Thai, Hindi, and Nepali. The original class lasted 5 hours and met once a week. It can, however be easily adapted to accommodate other proficiency level and language background groups, and be adapted to fit a shorter class time.

Enjoy!

Warm up!After finishing some basic housekeeping, announcements, and checking of the previous weeks homework, have students get into groups and discuss the questions on the next slide together. After about 8-10 minutes of discussion, ask members from each group to share what they discussed with the class. This will just get them thinking about the topic for the day, and can activate some of the students’ prior knowledge.

Think of some special experiences you hope to havee in the future.

● a place you’d like to goo● something you’d like to see● a person you’d like to meet● something you’d like to do

or accomplish in your life

Listening(Pre-Listening) Inform students that they are going to watch a short video in which a native speaker is talking about some of her best travel experiences of the past and top travel wishes for the future. On the board, write the following questions: 1. What words would you use to describe this girl? What kind of personality do you think she has? [review of previous week’s information]2. Where does she say she has been? When did she go to each place?3. Where does she say she would like to go? Why has she chosen those places? Play video: https://www.youtube.com/watch?v=8GR6ZUvlYb4

Experiences, Hopes, and Dreams…

Listening(Post-Listening) Discuss the questions with students. Ask students to share some of their own favorite travel experiences and hopeful destinations. Listen for when a student says “I have gone/ have visited/have been to/etc.,” vs. “I went/ visited/ was in/etc.,” and write some contrastive student-made examples of both forms on the board. Ask students, “Why do we sometimes say ‘I have gone’ and other times we say ‘I went’?” This should provide an opportunity for noticing. Hopefully students should be able to identify that in situations where exact time of a past event is not explicitly stated or relevant, we use present perfect tense. Wait for a student to identify this pattern, reinforce their discovery in your own words, provide examples from the video.

“This past summer, I took a trip to New Orleans in Louisiana with my sister.”

“My favorite country to visit is Italy. I’ve been there four times.”

“This past summer, I took a trip to New Orleans in Louisiana with my sister.”

“My favorite country to visit is Italy. I’ve been there four times.”

When you talk about experiences and events that happened at some time before now, but you don’t say when that happened, you can sometimes use the present perfect verb form.

From the first day of the class, the instructor has used 2 distinct ways of presenting different grammar forms, which by now, students are quite familiar with. First, is diagramming, which is useful for illustrating the functions of the various parts of sentence in a visual manner. Second, for verb tense, the instructor creates a chart similar to following example:

Review the past tense in a chart on the whiteboard by drawing the outline and filling in the first column on the left hand side and top row. Have students fill in the remaining blank spaces one at a time by handing different students the dry erase markers. Similarly, collectively construct a chart for the present perfect tense and check students’ ability to create sentences use a regular verb like ‘travel’.

PAST TENSE Formula Sentence: he/ “travel”

Statement S+V (+ed) He traveled.

Negative S+did+not+V He did not [didn’t] travel.

Y/N Que Did+S+V? Did he travel?

Info Que Info+Did+S+V? Where did he travel?

-Present Perfect Tense-sentences

I have seen that movie

many times.

He has not seen that

movie at all.

Present Perfect TenseFor this lesson, students would have already been exposed to the construction of present perfect tense from their homework in their textbooks. This is a strategy adopted from the flipped classroom design in which students do much of the explicit grammar instruction at home and classroom time is exclusively reserved for communicative activities only. If you’d like to attempt a version of this lesson plan that more closely follows the flipped classroom method, you can skip this grammar instruction step and instead record yourself teaching the grammar or find a YouTube video on the topic for students to watch before class.

Whatever you decided to do you should still briefly outline the structure, but prompt students to do much of the talking by asking leading questions like “What come next?”, “How would we say ____” etc. This would be a good time to take students’ grammar questions as well.

Present Perfect TenseI

have

met

+ him

= I have met him.= I’ve met him.

(subject)

(have/has)

(past tense verb)

(object)

Past

Participle

Present Perfect TenseI

have

met

+ him

= I have met him.= I’ve met him.

(subject)

(have/has)

(past tense verb)

(object)

Past

Participle Sometimes, the past participle form of the verb is different from the simple past form.

-Present Perfect Tense-questions

Have you ever seen

that movie?

What movies have you

seen?

Present Perfect Tense(have/has)

(subject)

(past tense verb)

(object)

Have

you

met

+ him

= Have you met him?

Past Participle

Present Perfect Tense: You Try!Formula they/ “travel”

Sentence S+have/has+V(past tense) They have traveled.

Negative S+have/has+not+V(past tense) They have not [haven’t] traveled.

Y/N Que have/has+S+V(past tense) Have they traveled?

Info Que Info+ have/has+S+V(past tense) Where have they traveled?

Present Perfect Tense: You Try!Formula they/ “travel” -the world

Sentence S+have/has+V(past tense) They have traveled.

Negative S+have/has+not+V(past tense) They have not [haven’t] traveled.

Y/N Que have/has+S+V(past tense) Have they traveled?

Info Que Info+ have/has+S+V(past tense) Where have they traveled?

Group Work

Try:● he/ “think” -about it● Frank and Jill/ “to be” -married,● We/ “swim” in the ocean● They/ “buy” many fancy cars

Have students break into groups of 4. Each group is give a marker and a large space on one of the 3 whiteboards. Projected on the screen is a slide that says:

This is a good opportunity to assess the students’ grasps of the grammar form, as well as to provide an opportunity for noticing what happens in present perfect tense when we encounter irregular verbs such as “swim.” Announce the winner of the activity and review the correct answers together. Point out the irregular verb “swim” → “swum”

Present Perfect Tense: You Try!Formula they/ “travel” -the world

Sentence S+have/has+V(past tense) They have traveled.

Negative S+have/has+not+V(past tense) They have not [haven’t] traveled.

Y/N Que have/has+S+V(past tense) Have they traveled?

Info Que Info+ have/has+S+V(past tense) Where have they traveled?

Try: ● he/ “think” -about it● Frank and Jill/ “to be” -married,● We/ “swim” in the ocean● They/ “buy” many fancy cars

Pair WorkAt this time, students will be given the opportunity to take a look at the past participle forms of irregular verbs. For this particular class, students can work in pairs filling in a partially completed chart of irregular verb forms. Most textbooks come with a chart which you can modify for this activity using a table on Word or GoogleDocs. You can also easily find on numerous websites such as:

http://www.englishpage.com/irregularverbs/irregularverbs.html.

Base Simple Past Past Participle

be was/were been

do did done

see saw seen

Eraser GameThis is basically just a quiz game. Split the classroom into two-three teams. Place a whiteboard eraser or some other object on a chair at the front of the classroom. One at a time a representative from each of the two teams will come up and stand at either side of the chair. A question will be projected on the screen. On “Go!” the first student to grab the eraser off the chair has a chance to answer the question. If the question is answered incorrectly, the other team has an opportunity to steal. In the case that both teams answer incorrectly, the teacher gets the point. :) Without fail, this simple game gets very competitive and is extremely useful for quickly boosting classroom energy.

Eraser GameFor this lesson, students will simple look at the subject/verb combinations in the sentence and formulate the present perfect form.

ERASER GAME.

I/always/do a lot of traveling.

I guess it/ always/be a main interest in my life.

she/be to lots of places.

We/always/enjoy traveling together.

We/walk on the Great Wall of China.

They/be so lucky.

Frank and Jill/visit some amazing places.

He/not/have a chance.

I/always/think about going back to school.

I/never/eat Moroccan food before.

My/not/be to India yet.

I/never/go to Australia before.

We/not/make a decision.

You/do/ever anything scary?

She/try/ever kickboxing?

They/own/ever a large restaurant?

You/ever/see the Northern Lights?

Things I’ve never doneFor this activity, the students are able to interact with the grammar and content a bit more freely. Ask students to write on a piece of paper the following items: 1. a sport you’ve never done2. a local attraction you’ve never visited3. a food you’ve never eaten4. a drink you’ve never drunk5. something you’ve never been able to understand

Things I’ve never doneOnce everyone has finished writing, tell students to get up, mingle, ask others if they’ve ever done anything on their own list. Example: if Student A has written “I have never visited the White House.” They should be asking “Have you ever visited the White House?”. If the answer is “No” they get no points. For every person that answers “Yes,” Student A gets one point. The person with the most points will be the winner. BE SURE TO MODEL THIS ACTIVITY. The directions can be a bit confusing at first.

Listener Feedback

What should I be

doing?

Listener FeedbackAfter a winner has been chosen, have students return to their seats. For this part of the lesson, a script is used from the textbook, but for your own purposes, you can create a similar one. Ask two students to read the dialogue first. Follow up with some content questions afterwards. Lea: Have you done anything fun lately?Jason: Yea, we went to a new club called Fizz last week. Have you been there?Lea: No, but I’ve heard good things about it. How was it?Jason: Yeah, it’s neat. The DJ was really good. Do you like techno music?Lea: Yeah, it’s OK, um, not my favorite. I prefer hip-hop.Jason: Do you? Have you seen that new movie about hip-hop artists?Lea: No. Is it good?Jason: Yeah, I’ve seen it a couple of times.Lea: Have you? Well, I’m kind of in the mood for a movie. Do you want to see it again?Jason: Well, I enjoyed it, but… I’ve never seen a movie three times. McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone Level 3 Full Contact (Vol. 2).Cambridge University Press. Print. p. 16

Listener FeedbackAsk students what the very first topic is that is being discussed. Then ask what topic comes next and after that, etc. Write the topics they identify on the board, perhaps in a flowchart like the following example:

Ask students what the speakers are doing to move the conversation forward and how the topic continues to evolve. This should bring their attention to the conversational strategy of asking short questions to move the conversation along.

Listener FeedbackThis is a good opportunity to talk about good listener feedback practices. Ask students what a good way is to show someone you are interested in and listening to what they are saying. Ask a student about something they’ve done that you learned from the previous activity. Model this strategy by asking “Did you?” or “Have you?” and add your own information question.

Listener Feedback● Smile, nod, make (light) eye contact.● Say: “Mhmm” “Yeah” “Okay”● Show interest by asking short y/n questions

○ Do you? ○ Did you?○ Have you?

● ...or information questions○ With who? Where? When?

● Don’t say- “Okay, okay, okay”

DISCUSSIONKeep it going!

DiscussionNow is a great time for students to get some naturalistic practice in. Introduce the activity by posting up or projecting some pictures of local attractions. Here’s my example for the DC-Baltimore area ---->

DiscussionAsk students if they have ever visited any of these places (or pick out a specific place of the group and ask). If they say yes, respond with “Have you? What did you think?” etc. After doing this at least twice, tell the students to get into groups and think of their own favorite local places. Tell them they don’t have to be extremely popular or famous places, but instead just place they really enjoy going. Give them a few minutes to think of some places on their own. Tell them to ask the people in their group if they have ever been to these places. For the people who haven’t been to those places, they should listen as ask about the places they haven’t been.

Keep it Going!● What are some fun things to do in the

area? Restaurants? Sites? Activities? ● Ask your partner if they’ve been to

some of your favorite places and if they know somewhere similar!

● Keep the conversation going by asking yes/no and information questions.

GAMENever Have I Ever

Never Have I ever… I have Never Ever… The game is starts with the players getting into a circle (groups of four-five). Everyone holds up their hands with their fingers spread out. Then, the first player says a simple statement starting with "Never have I ever". Anyone who has done what the first player says, must lower one finger. Play then continues around the circle, and the next person makes a statement. If anyone must put all five fingers down, they are out. The last person left in is the winner.

Never Have I ever… I have Never Ever… For our purposes we have pre-determined topics (see following slides), cut up into strips, folded and placed in paper cups. We also will tell students to use the grammatically correct form: “I have never…” If a particularly interesting topic comes up, students should be encouraged to ask the members in the group who must lower a finger “Have you? What happened?” etc.

If there is enough time, you can re-run the game, with new topic strips and have students and volunteers pay careful attention to formulations in the present perfect and simple past and to provide some corrective feedback for one another when necessary.

… injured myself while trying to impress somebody.

… had to run away to save my life.

… cried my way out of a speeding ticket.

… taken part in a talent show.

… accidentally broken something that belonged to someone else.

… had a vacation completely ruined.

… walked for more than six hours.

… jumped from a roof.

… seen an alligator or crocodile in the wild.

… accidentally sent something on fire.

… ridden an animal.

… had a bad fall because I was walking and texting.

… gone surfing.

… walked out of a movie because it was bad.

… broken a bone.

… tried to cut my own hair.

… completely forgot what to say in a play or presentation.

… shot a gun.

… had a surprise party thrown for me.

… cheated on a test.

… gotten stitches.

… fallen in love at first sight.

… had a paranormal experience.

… woken up and couldn’t move.

… hitchhiked.

… been trapped in an elevator.

… sung karaoke in front of people.

… been on TV or the radio.

… been terribly, terribly, TERRIBLY sunburnt.

… been awake for two days straight.

… gotten sick on or after riding a roller coaster.

… accidentally sent someone to the hospital.

… accidentally said “I love you” to someone.

… dyed my hair a crazy color.

… fallen in love at first sight.

… worked with someone I hated.

… danced in an elevator.

… cried in public because of a song.

… chipped a tooth.

… gone hunting.

… had a tree house.

… been screamed at by a customer at my job.

… spent a night in the woods.

… gone vegan.

… been without heat for a winter or without A/C for a summer.

… gone scuba diving.

… lied in order to get out of doing something.

… bungee jumped.

… had a bad allergic reaction.

… fainted.

Possible Homework AssignmentWrite about a country or city that you have always wanted to visit. Describe it in a short paragraph (6-10 sentences) Where is it? What is it like? Why have you never been? How long have you wanted to go? What specific place would you visit and why? Include any other information that you think is interesting.

Possible AssessmentFor next class, prepare a small presentation about a place where you have been (country, city, site, restaurant, museum etc.). It should last no longer than 2.5 minutes. In your presentation, you should say:

● where the place is

● when you went

● what was it like

● your favorite thing about it

● why you wanted to go

A thoughtful/creative presentation can include pictures-- on your phone or on paper. Don't be nervous! The presentations will be in groups and not in front of the whole class.

Think carefully about when to use past or present perfect tense.

Additional Talking Points

Pronunciation and Listening“My parents have been to Mexico several times. Have you ever been?”

“No, I haven’t”

More in your textbook

Try it out! I’ve never been able to… ___________I’ve always

wanted to… ___________

Have you been to… ? When… ?_

Have you been to… ? When… ?_