Topic: Present Perfect Tense Level: Low intermediate Time: Approx.

60 minutes
Age: Adults(17 and above)
Aims: To present the present perfect tense (have + past participle) with the function of talking
about past actions that relate to the present time; to present some time expressions used with
the present perfect ( since, for, always, so far); to provide controlled and semi-controlled
spoken and written practice of the present perfect tense.
Activities
Review the use of the simple past tense (actions that finished in a definite time in the past as in
I went to Cuba in 1999. I had a great time there.)
Pair the students up and get them to talk to their partners about three things they did yesterday,
on the weekend, last month, or at Christmas (the teacher chooses the most convenient time for
this activity depending on the time of the year for this class. If it is a time close to a particular
festival or celebration, they can refer to that.) Each pair records the action verbs discussed and
shares their findings with the class. As a class they have to decide who had the most
interesting, fun, or boring time.
Review the use of the simple past and the function of talking about actions that finished at a
specific time in the past. Ask the students to identify if the verbs they used in the activity were
regular or irregular past verbs.
Present the present perfect tense and some of the adverbs used with this tense through a text.
Introduce the text and tell the students that they have to read it and find the answers to the
questions below (at this point, do not mention the new tense or the adverbs that they will be
discussing later).

1- Where is Amira living now?

Now read and find out:

Hi! My name is Amira. I am from Venezuela, but I live in Dallas. I have lived in Dallas for
five years. I like it here very much because I can improve my English. I have always loved the
English language. I have learned English since I was in high school. Living in the States has
been very interesting! I have met so many nice people. They are from all over the world. It has
been a great experience so far.

Get students’ answers. (Amira is living in Dallas. She likes it very much)
Elicit the function of the present perfect from the students using concept questions.
Guide the students toward the new tense and its function through the following concept
questions:

T: Go back to the text. We know that Amira is living in the States now. But, did she live in
another country before?
S: Yes. In Venezuela.
T: Correct. She is from Venezuela. When did she move to Dallas? Do you know?
S: (They may come up with 5 years ago, as they are familiar with the simple past tense and the
adverbs in the past time. If not, make sure you guide them toward that answer.)
T: Very good. She has lived in Dallas for 5 years. That means that she moved to Dallas 5 years
ago. (Make sure the verb is emphasized as well as the period; a time line can be drawn on the
board to show when Amira was in Venezuela, and for how long she has been in Dallas. Time
lines are good to show time periods visually). Is she still living in Dallas?
S: Yes.
T: How many years?
S: Five years.
T: Did she learn English when she was in Venezuela?
S: Yes. In high school.
T: Is she still learning English in Dallas?
S: Yes.
T: Did she like learning English in the past? Does she like English now?
S: Yes.
T: Great. So, in this text, Amira tells us about some of the things she started in the past and she
is still doing in the present, and to express that she uses a new tense. We call this tense the
present perfect. (Write the name on the board). Let’s see how we use this tense. Do we use the
present perfect for actions that finished in the past? Listen: Amira has lived in Dallas for 5
years. Does it mean she is living in Dallas now?
S: Yes.
T: Correct. So, we use it to talk about actions that started in the past and still continue in the
present. (Write the function on the board. Use the time line to show the connection of the past
action in the present time.)
Students find the verb phrases and time references by themselves. (Collaborative learning)
I want you to look at the text again and see if you can find all the action verbs that show that
Amira is still living in Dallas, learning English and having fun. Underline the verbs and the
time reference. Do this with your partner.

Feedback: Take up their answers and write them down on the board. Guide them if they have
not found all of the verbs or time references. Categorize their answers under the following
headings:

Action Time reference

have lived for five years

Focus on the action verbs and the time references. Explain the use of the present perfect tense
making reference to the time line to help the students grasp the concept. Draw the students’
attention to the adverbs used with this tense: for +a period of time, since + a point of time in
the past until present, always and, so far. Draw their attention to the structure of the tense: the
auxiliary have + verb in the past participle form. Have them identify which verbs are regular
and if they are the same as in the simple past tense (loved, lived, learned) and which ones are
irregular and if they are similar or not to the simple past tense (meet- met (past) – met (past
participle); be – was/were (past)- been (past participle)
Elicit the interrogative and negative forms and give examples.
Identify the verbs in the past participle through a matching activity.
Provide the students with colour-coded cards (red cards for simple past verbs and blue cards
for past participles). Students in pairs have to match the cards. They may have to guess some
of the past participles forms, especially those of the irregular verbs. (went- gone). Once the
cards are matched, student A has to say the simple past out loud while student B says the
corresponding past participle form.
Examples of verb cards:

has/have+

ate eaten
was been
went gone
lived lived
open opened
get up got/gotten up
had had
drove driven
stayed stayed
made made
loved loved
danced danced
invited invited
met met
bought bought
Practicing fluency with a substitutional drill.
Choose one of the cards, and make a sentence. Example: I have lived in Dallas for five years.
Have students repeat: I have lived in Dallas for five years.
Then, change the time reference, for example: for two years. Students have to substitute the
new phrase: I have lived in Dallas for two years. Then, change the verb. Example: have
danced salsa. Students have to substitute the new verb: I have danced salsa for two years Give
students different prompts (verbs, or time references) alternatively.
Practicing different types of sentences with a transformational drill.
T: Amira has met nice people. (Question)
S: Has she met nice people?
T: (Negative)
S: She hasn’t met nice people.
And so on with more examples.
Practicing asking and answering questions using the present perfect tense and adverbs.
Students ask one another questions to find out about what their classmates started in the past
and are still doing in the present.
Example:
S1: Have you lived in this town for a long time?
S2: Yes. I have lived here for ten years.
S1: Have you made many friends here?
S2: Not really. I have not made many friends.