Learners cope with routine tasks and exchanges. They can talk about the past and the future, compare things, and describe their background and immediate environment in short connected sentences.
Printable one-to-one lesson plan
Present perfect (ever / never, just / already / yet)
Connect before-now events and situations to the present through current results, experience, continuing states, and unfinished reporting periods.
Use after the complete A2 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read current result, closed event detail, continuing state, unfinished total, been-gone status, and U.S. recent-event listening check · Five-minute next-day result, duration, unfinished-period, and participle retrieval
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Connect before-now events and situations to the present through current results, experience, continuing states, and unfinished reporting periods.
What must become clear
Can-do: By the end, you can report a current result, describe experience up to now, show that a state continues, summarize an unfinished period, and switch to past simple for a closed event-time detail.
High-value friction points
- Omar has gone to the supply store.Go, went, gone: gone is the participle required after has.
- Rina printed the first sign at 8:30 yesterday.The definite closed event-time selects past simple, so remove has and keep printed as the past form.
- Maya has worked here for three years.Use for with a duration such as three years; since would require a starting point such as 2022.
Protect these lesson moments
- Three checks from earlier lessons
- Discovery check: identify the time viewpoint
- Drill 1: complete the live status form
- Drill 2: complete the present connection
- Tutor-read listening check
Learner production
Current results: Report three completed fictional tasks and state why each result matters now.
- Experience and follow-up: Ask two Have you ever...? questions about fictional staff roles. Answer with an experience total, then give one closed past detail.
- Duration and open count: Describe one continuing state with since , one with for , and one total with so far today .
- Final production: give a 45–60 second fictional event-status briefing. Include two current results, one experience, one continuing state, one unfinished-period total, one just / already / yet update, one been / gone status, and two past-simple event-log details with closed times.
Carry this language into the next session
Retrieve Present perfect (ever / never, just / already / yet) in one true sentence at the next lesson.
Tutor-only contrastive support
L1 Transfer Lens
Test a pattern. Do not label a learner. Use this only after the learner’s actual production gives you evidence.
Select a first language to reveal only the contrasts relevant to this lesson.
Spanish → English
One pattern to test
A finished time normally selects past simple
- Possible transfer
I have sent it yesterday.
- English rebuild
I sent it yesterday.
Why it can happen: Present-perfect use varies across Spanish-speaking regions, but English strongly separates a finished past time from an unfinished connection to now. Yesterday, last week, and in 2024 normally anchor the past simple.
Natural English:
- We signed the contract last Friday.
- I’ve already sent the contract, so you can check it now.
Ukrainian → English
One pattern to test
Separate finished past time from present relevance
- Possible transfer
I already sent it yesterday. / I never was in Canada.
- English rebuild
I sent it yesterday. / I’ve never been to Canada.
Why it can happen: Ukrainian does not divide past simple and present perfect in the same grammatical way. English uses a finished past anchor for completed past events and a present viewpoint for experience, current results, and unfinished time.
Natural English:
- We signed the agreement last week.
- We have already signed the agreement, so the project can begin.
Czech → English
One pattern to test
Choose a finished past anchor or a present viewpoint
- Possible transfer
I never was in Mexico. / I have called him yesterday.
- English rebuild
I’ve never been to Mexico. / I called him yesterday.
Why it can happen: Czech does not make the same past-simple and present-perfect division. English finished-time expressions normally select past simple, while experiences, present results, and unfinished time use a present viewpoint.
Natural English:
- I met her at a conference in 2024.
- I have met her several times, so I can introduce you.
Mandarin Chinese → English
One pattern to test
Build the English viewpoint from context
- Possible transfer
I have seen him yesterday. / I work now.
- English rebuild
I saw him yesterday. / I’m working now.
Why it can happen: Mandarin aspect markers describe completion, experience, or ongoing activity without mapping one to one onto English tense. English requires a viewpoint choice based on finished time, present relevance, current activity, and duration.
Natural English:
- I visited Chicago last year.
- I have visited Chicago three times, and I’m planning another trip.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Which examples in “Three checks from earlier lessons” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can report a current result, describe experience up to now, show that a state continues, summarize an unfinished period, and switch to past simple for a closed event-time detail.
- What needs to change in this repair, and why: Omar has gone to the supply store.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Retrieve Present perfect (ever / never, just / already / yet) in one true sentence at the next lesson.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from Three checks from earlier lessons and Discovery check: identify the time viewpoint for 12. Protect 9 minutes for Learner production, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Tutor-read current result, closed event detail, continuing state, unfinished total, been-gone status, and U.S. recent-event listening check · Five-minute next-day result, duration, unfinished-period, and participle retrieval, then repeat the communication task with a new situation or stricter success criteria.
50–60 minutes core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Open with the first practice route: Three checks from earlier lessons · Discovery check: identify the time viewpoint · Drill 1: complete the live status form.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: Can-do: By the end, you can report a current result, describe experience up to now, show that a state continues, summarize an unfinished period, and switch to past simple for a closed event-time detail.
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: Omar has gone to the supply store. Go, went, gone: gone is the participle required after has.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three checks from earlier lessons · Discovery check: identify the time viewpoint · Drill 1: complete the live status form · Drill 2: complete the present connection. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: Learner production: Current results: Report three completed fictional tasks and state why each result matters now.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Present perfect (ever / never, just / already / yet) in one true sentence at the next lesson.
Tutor-only source
Listening scripts
Read these lines from the tutor plan while the learner lesson remains on screen. Each clip names the learner item it supports.
Tutor-read current result, closed event detail, continuing state, unfinished total, been-gone status, and U.S. recent-event listening check
- Clip 1
Read: Rina has printed the signs, so they are ready now.
Supports: What current result does Clip 1 establish?
- Clip 2
Read: Lee lost the storage key at 9:15.
Supports: Why does Clip 2 use past simple?
- Clip 3
Read: Maya has worked at the center since 2022.
Supports: What remains true in Clip 3?
- Clip 4
Read: The team has welcomed eighteen visitors so far today.
Supports: What does so far today imply in Clip 4?
- Clip 5
Read: Omar has gone to the supply store.
Supports: Where is Omar according to Clip 5?
- Clip 6
Read: I just sent the updated schedule.
Supports: Which natural U.S. pattern do you hear in Clip 6?
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
A2 · Present perfect (ever / never, just / already / yet)
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
Can-do: By the end, you can report a current result, describe experience up to now, show that a state continues, summarize an unfinished period, and switch to past simple for a closed event-time detail.
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Connect before-now events and situations to the present through current results, experience, continuing states, and unfinished reporting periods.
Listen for: The learner uses the target language independently for a real purpose.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.