# data[].attributes.body
Student Profile

Age: Grade 5

Level: B1

Interests: Social, curious, enjoy interactive and movement-based activities

Learning Preferences: Prefer communicative tasks, peer interaction, and kinesthetic learning rather than long teacher explanations

Teaching Method

I would use a Communicative Language Teaching (CLT) approach with elements of Task-Based Learning (TBL). The focus is on students using the target structure in meaningful conversation rather than just drilling.

1. Context

I would present the Present Perfect (have/has + past participle) in the context of personal life experiences. For example, “Have you ever eaten sushi?” / “Have you ever traveled to another country?” These are easy for young learners to connect to their own lives and help them see how the structure works in everyday conversations.

2. Concept Checking

To check understanding of meaning and form, I would:

Meaning checks:

Ask: “Does ‘Have you ever eaten sushi?’ mean you eat it every day?” (No – it means at least one time in your life.)

Ask: “Do we know exactly when?” (No – the time is not important.)

Form checks:

Write examples on the board: Have you ever played football? / Yes, I have. / No, I haven’t.

Highlight have/has + past participle.

Quick gap-fill on the board: Have you ever ____ (be) to Paris?

3. Meaningful Practice

Mingle Activity: “Find Someone Who…” (Have you ever…?)

Each student gets a worksheet with a list of activities (e.g., “ride a horse,” “eat sushi,” “watch a scary movie,” “travel by plane”).

Students walk around the classroom and ask classmates:

“Have you ever ____?”

If a student says "Yes, I have." they write that classmate’s name next to the activity.

The goal is to fill the sheet with as many names as possible.

# data[].attributes.body
Grade 5

Level: A2+

1. Context: As a warm up, I would first share sentences about my experiences with “I have been../I have never done…” structures and then ask students the same sentences in questions if they have ever been/done smth. After that, I would give a reading text containing present perfect simple sentences and ask questions to check understanding. For example if the text says “I have been to London before” I would ask Ss “Did he/she go to London last year?” “No she didn’t.” “When did she go there?” “We do not know. She shares her life experience.” “Which words shows that she shares her life experience?” “have+been” and I would ask a few more similar questions with the present perfect sentences in the text. I would aim Ss to discover the form themselves by guiding them.

2. Concept checking: I would give a matching activity with past simple and present perfect simple sentences. Ss match the sentences in two different forms with their usage. For example; I made chicken salad yesterday. – completed action in the past. ; I have read three books this month. – experience that ends in recent past.

Ss match the past simple and present perfect simple sentences individually and check in pairs or they share their answers using mini white board so I would check their understanding faster.

After that, T elicit the form for present perfect from Ss and writes it on the board.

3. Meaningful practice: I would prepare a worksheet which contains two parts. In first part they do a mechanical activity like gap filling in pairs or they do individually and check in pairs. Then, in the second part, they write their own experience sentences by using the giving actions(like read, written, flown etc.) and after they finish writing I would ask Ss to walk around in the classroom and find peers who have the similar/same experience they had and take notes of their names. I would demonstrate one question and how it is done before asking them find their peers of course. When they completely finish, I would elicit a few sentences from Ss and give an exit ticket that they are asked to do error correction in present perfect sentences. I would collect the tickets and give feedback in next lesson and shape the next lesson according to their lack understood areas.

# data[].attributes.body
Student Profile

Age: 13 years old (early teens)

Level: Lower-intermediate (A2–B1)

Interests: Technology, music, travel, and social media

Learning preferences: Visual learners who enjoy pair work, group discussion, and interactive tasks (games, videos, real-life examples)

Teaching Method

I would use a Communicative Approach with elements of Task-Based Learning (TBL). This method emphasizes real-life use of language, helping students notice grammar through context, rather than memorizing rules in isolation.

1. Context

I would present the Present Perfect in a context related to personal experiences that feel real and exciting for teens:

Example: “Sharing travel experiences on social media.”

Lead-in: Show a few photos of famous landmarks or experiences (e.g., Eiffel Tower, skydiving, trying sushi). Then ask:

“Have you ever been to Paris?”

“Has anyone tried sushi?”

“Have you ever posted about a trip online?”

This naturally introduces have/has + past participle as a way to talk about life experiences without saying when they happened.

2. Concept Checking (Meaning and Form)

For meaning:

Ask yes/no and follow-up questions:

“If I say ‘I have been to London,’ do I tell you when I went?” (No)

“Does it mean I went there at some time in my life?” (Yes)

“Can I still go there again?” (Yes)

Contrast with past simple:

“I went to London last year” (specific time) vs. “I have been to London” (unspecified time).

For form:

Write examples on the board:

I have eaten sushi. / She has seen that movie.

Highlight have/has + past participle.

Ask:

“What comes after have/has?” (past participle)

“Which one do we use with she/he/it?” (has)

3. Meaningful Practice

I would design a “Find Someone Who…” Class Survey:

Prepare a worksheet with prompts like:

… has tried an unusual food

… has met someone famous

… has ridden a horse

Students walk around asking classmates: “Have you ever…?” and write down names.

They report back to class: “Ashley has tried sushi, but she hasn’t met a celebrity.”

AI supported!

# data[].attributes.attachment_caption
For the production stage, I would ask my students to work in groups in the computer lab and prepare PowerPoint presentations about their own lives and experiences. These presentations would then be ‘sent’ to the new classmate as a way of helping him or her feel more comfortable and reduce the stress of entering a new environment.