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A2 Tutor Session Plan

Lesson 4 · Grammar · Waystage

6 curriculum stages115 curriculum topics · 115 available nowA0–C1 one coherent path

Printable one-to-one lesson plan

Present perfect (ever / never, just / already / yet)

Learn the present perfect (have or has + past participle) with ever, never, just, already, yet, since, and for: “She has worked here since 2022.” Free exercises.

Open learner lessonAdd to quick review
Course positionA2 · Lesson 4 of 20

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.

Level evidenceA2 End-of-Level Diagnostic

Use after the complete A2 sequence, not as a lesson quiz.

Open diagnostic →
Core and extension50–60 minutes core

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.

Observable outcome

What the learner should do

Learn the present perfect (have or has + past participle) with ever, never, just, already, yet, since, and for: “She has worked here since 2022.” Free exercises.

Core decision

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.

Watch and repair

High-value friction points

  1. Omar has gone to the supply store.Go, went, gone: gone is the participle required after has.
  2. 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.
  3. 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.
Practice route

Protect these lesson moments

  1. Three checks from earlier lessons
  2. Discovery check: identify the time viewpoint
  3. Drill 1: complete the live status form
  4. Drill 2: complete the present connection
  5. Tutor-read listening check
Final production

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.
Next retrieval

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.

Use while teaching

Operational teaching notes

Choose a route before class, but change it when the learner’s production gives you better evidence.

Guided discovery

Ask before explaining

  1. Which examples in “Three checks from earlier lessons” express the same core meaning?
  2. 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.
  3. What needs to change in this repair, and why: Omar has gone to the supply store.
Correction timing

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.

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.

35 minutes

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.

50–60 minutes

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.

Extended

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.

  1. 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.

  2. 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.

  3. 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.

  4. 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.

  5. 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.

  6. 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

  1. Clip 1

    Read: Rina has printed the signs, so they are ready now.

    Supports: What current result does Clip 1 establish?

  2. Clip 2

    Read: Lee lost the storage key at 9:15.

    Supports: Why does Clip 2 use past simple?

  3. Clip 3

    Read: Maya has worked at the center since 2022.

    Supports: What remains true in Clip 3?

  4. Clip 4

    Read: The team has welcomed eighteen visitors so far today.

    Supports: What does so far today imply in Clip 4?

  5. Clip 5

    Read: Omar has gone to the supply store.

    Supports: Where is Omar according to Clip 5?

  6. 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
Before explaining

Starting evidence

What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?

Core decision

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.

Feedback test

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.

Independent production

Could the learner do the outcome?

Learn the present perfect (have or has + past participle) with ever, never, just, already, yet, since, and for: “She has worked here since 2022.” Free exercises.

Listen for: The learner uses the target language independently for a real purpose.

Later retrieval

What remained available?

If possible, check before rereading in the next session. Record what returned independently and what still required a cue.

Editorial decision

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.

Current canonical state: editorial-review.

Review focus: Present connection, current result, experience, continuing state, unfinished period, finished-time contrast, participles, adverbs, duration, U.S. usage, listening, privacy, production, and retrieval were audited; three pilots remain.

After a real completed session, update the lesson’s canonical qualityReview count and status. Never backfill evidence from memory or mark a lesson reviewed before 3 pilots and tutor sign-off.