Speaking:
Have You Ever…?
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will ask and answer questions about life experiences using have you ever…?
Materials
• A set of Have You Ever…? question cards (e.g., Have you ever eaten sushi?)
• A checklist for students to mark responses
Preparation
• Write example present perfect questions on the board.
• Review the meaning of ever and never.
Activity Breakdown
1. In pairs, students take turns asking Have you ever…? questions.
2. They answer using Yes, I have / No, I haven’t and give details.
3. They switch partners and repeat.
4. The teacher asks for class feedback.
Instructions
1. Pick a question card.
2. Ask your partner Have you ever…?
3. Listen to their answer.
4. Ask for more details.
5. Switch partners and repeat.
Concept Checking Questions
• “Do we use present perfect for things that happened at a specific time?” (No).
• “Can I say I have never been to Paris?” (Yes).
Examples
• Have you ever met a celebrity?
• I have never tried bungee jumping.
Extensions/Varations
• Harder: Students create their own questions.
• Easier: Provide sentence starters.
Error Correction
• Teacher monitors and corrects common errors at the end.
Writing:
My Life So Far
Grouping:
Time:
Individuals → Pairs
20 minutes
Aim
Students will write about their life experiences using ever, never, already, yet, just.
Materials
• A worksheet with sentence starters (e.g., I have never…, I have just…).
• Example paragraphs.
Preparation
• Provide a model paragraph using present perfect.
Activity Breakdown
1. Students complete sentence starters using their own experiences.
2. They write a short paragraph.
3. They swap with a partner for peer feedback.
Instructions
1. Complete the sentence starters.
2. Write five sentences about your experiences.
3. Check your sentences.
4. Exchange papers with a partner.
5. Give feedback.
Concept Checking Questions
• “Can I say I have ever been to Spain?” (No).
• “Does never mean I did something before?” (No, not in my life).
Examples
• I have never been to Australia.
• I have already finished my project.
Extensions/Varations
• Harder: Students write a short autobiography.
• Easier: Use sentence frames.
Error Correction
• Teacher corrects common errors in a mini-lesson.
Listening:
Already or Yet?
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will listen to a conversation and identify the correct use of already and yet.
Materials
• An audio clip of a conversation (e.g., planning a trip: Have you packed yet? / Yes, I’ve already packed.)
• A worksheet with gap-fill sentences
Preparation
• Write already and yet on the board with example sentences.
Activity Breakdown
1. Students listen to the audio.
2. They complete a worksheet by filling in the blanks with already or yet.
3. They compare answers with a partner.
4. Teacher reviews the answers.
Instructions
1. Listen to the conversation.
2. Read the sentences on your worksheet.
3. Fill in the blanks with already or yet.
4. Compare answers with your partner.
5. Check answers with the class.
Concept Checking Questions
• “Do we use yet for something unfinished?” (Yes).
• “Do we use already for something completed?” (Yes).
Examples
• Have you finished your homework yet?
• I’ve already seen that movie.
Extensions/Varations
• Harder: Students write their own sentences.
• Easier: Provide multiple-choice options.
Error Correction
• Teacher provides whole-class feedback on common mistakes.
Reading:
What Have They Done?
Grouping:
Time:
Pairs
15 minutes
Aim
Students will read a short text about recent events and identify the use of just.
Materials
• A short story (e.g., about a group of friends preparing for a party: Sophie has just bought the cake.)
• A worksheet with comprehension questions
Preparation
• Highlight examples of just in the text.
Activity Breakdown
1. Students read the short text.
2. They underline sentences with just.
3. They answer comprehension questions.
4. They discuss in pairs.
Instructions
1. Read the short text.
2. Underline sentences with just.
3. Answer the questions.
4. Compare answers with a partner.
5. Share with the class.
Concept Checking Questions
• “Does just mean something happened a long time ago?” (No, recently).
• “Can I say I have just eaten?” (Yes).
Examples
• She has just arrived at the airport.
• I have just finished my homework.
Extensions/Varations
• Harder: Students rewrite the text in the past simple.
• Easier: Provide word banks.
Error Correction
• Students peer-correct before teacher feedback.