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I usually present the present perfect in the same order as is set out on my present perfect page. That is, I start with the use of present perfect with adverbs of unfinished time ('experiences'), followed by the use of the present perfect to describe the duration of states and activities, and finally the present perfect to describe an action with a result in the present.
The initial presentation of experiences covers most of the important ideas students have to learn about the present perfect, and provides plenty of opportunities for practising the form in a natural context. The introduction of the duration use is then fairly painless, and also provides clear situations for practice. Finally, the past action/present result use is presented, which requires a careful presentation and some 'forced' practice situations.
Start by presenting adverbs of finished and unfinished time. Give the students a mixed-up list of adverbs, and get them to sort them out into two groups, for finished and unfinished time periods. Explain how the various expressions are used (ago, since, during etc). This activity gets the students thinking about a distinction which is critical to an understanding of the present perfect, and also introduces vocabulary which will be useful for practice activities later.
Next give sentences for the students to contrast, for example:
I've seen two films... I saw two films...(This assumes that students have already seen the form of the present perfect. This may not be the case for very low levels.)
Get students to continue each sentence using a suitable time adverb. Write up a continuation, then highlight that we do not use the present perfect with adverbs of unfinished time, and that to use the present perfect it must still be possible for the action to happen. You might want to provide further examples, such as:
I've been to the bank today. I went to the bank today.and point out when we would use the second - ie, when the bank is closed and it is no longer possible to go there today.
Introduce the question form:
Have you been to the bank today?Get students to prepare, in pairs, four or five similar questions using the present perfect. For variety, insist that they use a different time adverb, and a different verb, in each question. Also insist that there be a reasonable probability of getting affirmative and negative answers if they were to ask the other students in the class their questions.
Next, get the students to suggest 'follow-up' questions for more information, assuming that they get an affirmative answer to the first question.
Have you read any books this month? How many books have you read? Which books did you read? Did you like them? What were they about? Why did you read them?Show how we switch from the present perfect to past simple if we are referring to a particuler time in the past ('when you read it') or an action you don't expect to be repeated ('Which books did you read?')
Get the students to write similar follow-up questions for there own original questions in the present perfect. Monitor there use of tenses, and correct and clarify for them if they have any problems.
Re-group the class into groups of three, each person with a different set of questions. They can then 'interview' the other students. Encourage development and improvisation above and beyond just the questions they have written.
Finally, for some written practice, ask students to write a short paragraph describing some of the things the other people in the group had been doing.
Start with some example sentences:
I've lived in London for five years. I lived in London foe five years.Contrast the difference, then get students to write a number of similar sentences about themselves.
Make a question:
How long have you had your car?and show, by asking the students the question, that it doesn't make much sense unless you already know that they have a car. Elicit the question:
Have you got a car?to find out if this is the case. Get students to prepare similar questions about the present ('Where fo you live?') to go with each if their sentences in the present perfect. Finally, they can survey the class to find out who has had or has done each of the things for the longest time.
Write up two example sentences:
I've lost my keys. I lost my keys.Ask students what the difference in meaning is. Point out that the first tells us something about the present (I haven't got my keys now, I can't get into my car). Point out that in this situation, without a time adverb, it is not necessary that the action can be repeated, eg:
John Lennon has been shot dead in New York.and that the adverb just is often used.
I usually practice this use with some form of game. For example, write out a set of sentences in the present perfect ('I've lost my job', 'I've broken my glasses', etc). Students work in groups of three. One student shows the other two the sentence. They tell the first about the results of what they 'have done', and the first student has to try to guess what the original sentence was.
Depending on the level of the class, the continuous from can be presented alongside the simple form or shortly after it. It's a good idea to start with the duration use, to get students used to the form of the present perfect continuous. Make sure that the difference between the simple and continuous forms is emphasized.
When used to describe the result of a past action great care needs to be taken in explaining the difference in meaning between the two forms. Most TEFL books give the difference as being one of emphasis, but this does not really enable students to distinguish when to use the two forms. I normally start by contrasting two sentences such as:
I've chopped the onions... I've been chopping onions...and getting students to tell me the different results referred to in the two situations. Controlled practice can consist of situations in the present which students have to describe or explain using a form of the present perfect. Examples:
You're hands are wet. (Student: I've been washing the dishes.) The kitchen is very clean. (Student: I've cleaned the kitchen.)
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Colin Mahoney, cmahoney@readysoft.es
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Last update: 26/03/96