Grammar lessons are usually composed of three phases: Presentation, Practice, and Production.

One of the best ways of helping students to reach the objectives of the lesson is to introduce the new language well in the first phase of the lesson: this is the Presentation phase. Then, students need to have plenty of activities to help them to practice the new language: this is the Practice phase. Lastly, the students need time to use the new language they have learned in order to communicate with each other: this is the Production phase. The present perfect is one of the most difficult tenses to learn for Students. Teaching the present perfect effectively involves making sure students understand that the present perfect in English is always connected in some way to the present moment in time. Presentation The first and the most important stage in teaching grammar is presentation. Today we will learn and a new grammar topic: Present Perfect Tense. Please write in your copybook the theme and listen to my explanation. Give examples in past simple: Yesterday, I had a busy day. I received lots of emails . Lead in to present perfect: I have received only a few today. Show students how the present perfect is formed: have/has plus the past participle. Tell them that the past participle of regular verbs ends in ed, just as in simple past.
Phrases affirmatives Phrases ngatives Phrases interrogatives

I You

have lived have lived

I You He / She / It We You They

have not lived have not lived has not lived have not lived have not lived have not lived

Have Have Has Have Have Have

I you

lived...? lived...?

He / She/ It has lived We You They have lived have lived have lived

he/ she/ it lived...? we you they lived...? lived...? lived...?

the present perfect uses with the following adverbs: already, just, ever, never,for, since.

Practice: To give the students some restricted written practice in the target language. Now, I want to see how you understood this topic. Come out to the blackboard please and write the following exercises. Some of the pupils come out to the blackboard and write the exercises and the others put down in their copybooks. Production: To give the students a chance to repeat (and hopefully improve) the task. In the communicative phase, less control over grammatical structure is exercised than during the practice phase. The aim during this phase is to have students use the structures they have been practicing in as natural and fluid a way as possible. Now, I will give you a sheet of paper with some exercises: you have to do these exercises. You will work in pairs. Students work in pairs and do the exercises.