PPP Grammar Lesson Table

(M = Meaning, P = Pronunciation, F = Form)

1. What is the target form? (F) Present perfect

Affirmative form: Subject + have/has + past participle
E.g., I've ridden a camel.

2. What is the model sentence you will elicit to I will begin by eliciting a question (based on one of the students' examples in warmer), e.g., 'Have you
begin your presentation? been to Paris?', and then from that elicit the affirmative: 'I've been to Paris,' which I will use as a model.

3. What are the negative and question Model sentence in negative form: I haven't been to Paris/She hasn't ridden a camel
(interrogative) forms of your model Form: Subject + have/has + not + past participle
sentence?
Model sentence in question form: 'Have you (ever) been to Paris?' (or Have you (ever) ridden a camel? Or
similar depending on student starting examples).
Form: Have/Has + Subject + past participle?
4. What is the function? (M) Talking about general life experiences.
Events/actions that occurred at some unspecified time in the past – before now.

The time period is conceived of as unfinished – the event happened at some point before now – so there is
a kind of connection with the present. If we are talking about someone who is dead (e.g., Shakespeare),
we would not use present perfect as there is no connection with the present.
5. What do students need to know about Stress and weak forms
the pronunciation, including sentence In affirmative form, the subject and auxiliary verb are usually contracted:
stress and intonation? (P) I've, he's, etc.
In negative form the auxiliary verb and not are usually contracted: haven't, hasn't.
(We also use he's not, they've not etc. but this is less common so I will not present in this lesson)

Affirmative:
The main verb carries the stress, and any content words following the verb. The main stress falls on the
last content word in the clause.
She's met the queen.
They've sailed round the world.

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 PPP Grammar Lesson Table
(M = Meaning, P = Pronunciation, F = Form)

Negative:
Auxiliary verb + n't carries stress and any content words following the verb
I haven't sailed round the world.

Intonation:
Question form: For yes/no questions, the voice rises at the end (➚)
Affirmative and Negative forms: Voice normally falls at the end (➘)
6. What is the context I will use to introduce the Talking about interesting personal experiences.
form? (M)
7. How will I try to elicit the present perfect I will use a student example of a past experience to elicit the question 'Have you ever....?'
from the students?
8. How will I encourage students to analyse the I will put example questions and sentences generated from student examples on the board, and then
form (S+V, etc.) themselves rather than just analyse as a class.
telling them what it is? (F)
9. What concept questions will I ask to check When are we talking about? Past, present or future? (PAST)
students understand how the form is being Do we know exactly when in the past? (NO)
used/what it means? (M) Did it happen at some time before now? (YES)
10. What timeline can I use to help students I will adapt from this:
understand sentences such as “She has been
to Turkey”? (M)

(see bibliography for source)

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 PPP Grammar Lesson Table
(M = Meaning, P = Pronunciation, F = Form)

11. How will I get students to practise the Drilling and practice activities.
pronunciation?
12. What controlled practice activities will the 1. Use student examples from the Warmer to create mini dialogues following this pattern:
students do? (F) Have you ever ridden a camel?
Yes, I have.
Really? When did you ride a camel?
Last year.

2. (if time) Students are to write 2 sentences about something they have done and something they haven't
done + a question.
E.g. I've seen Ariana Grande. Have you ever seen Ariana Grande?
I haven't been to Russia. Have you ever been to Russia?
13. What freer practice activities will the Using the worksheet, students will talk to each other (Q and A) about experiences they have had.
students do? (M)

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