Objectives (5 - 10 minutes)

1. Understand the formation and use of Simple Past and Present Perfect in English: The main objective is for students to be able to understand and explain the basic structure of these verb tenses, as well as to identify and correctly apply them in sentences and texts.

2. Differentiate Simple Past from Present Perfect: Students should be able to clearly distinguish between Simple Past and Present Perfect, both in theory and in practice. They should be able to explain the situations in which each one is used and apply them correctly.

3. Practice the use of verb tenses in various contexts: After the theoretical understanding, students should be able to use Simple Past and Present Perfect in everyday situations, such as conversations, readings, and writings. The goal is for them to feel comfortable and confident using these verb tenses.

   Secondary objectives:

   • Develop listening and speaking skills: During practice activities, students will also be developing their listening and speaking skills in English, as understanding and producing verbal phrases are essential for language learning.

   • Improve reading and writing comprehension: By practicing the formation and use of verbal phrases, students will be enhancing their reading and writing skills in English.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start the lesson by reminding students about the basic structure of verbs in English and the verb tenses already studied. This includes reviewing the structure of regular and irregular verbs, as well as present tenses. This review is crucial for students to make connections between old and new content. (3 - 5 minutes)

2. Problem situation: The teacher should propose two problem situations to introduce the topic:

   • Situation 1: 'Imagine you are telling a friend about an event that happened yesterday. How would you describe this event in English?'
   • Situation 2: 'Now, imagine you are sharing your life experiences in a job interview. How would you talk about experiences that happened at an unspecified time in the past?'

   These situations will help students understand the need for different verb tenses in different contexts. (2 - 3 minutes)

3. Contextualization: The teacher should emphasize the importance of Simple Past and Present Perfect in everyday life, both in oral communication and writing. The teacher can mention how these verb tenses are often used in informal conversations, news, books, music, movies, etc. (2 - 3 minutes)

4. Introduction to the topic: The teacher should present the topic in a way that sparks students' interest. Two possible strategies are:

   • Curiosity 1: 'Did you know that English is the official language in more than 50 countries? This means that mastering verb tenses, such as Simple Past and Present Perfect, is essential for effective communication in many parts of the world.'
   • Curiosity 2: 'Have you ever wondered why we use different verb tenses to describe events that happened at different times in the past? This has to do with how we perceive and communicate about time.' (3 - 5 minutes)

With this Introduction, students will be prepared and motivated to learn about the verb tenses Simple Past and Present Perfect.

Development (20 - 25 minutes)

1. Theory - Simple Past (5 - 7 minutes): The teacher should start by explaining the formation of Simple Past. Should mention that for most verbs, Simple Past is formed by adding '-ed' to the end of the verb (e.g. played, watched). However, should highlight that there are many irregular verbs in English that have a unique form in Simple Past (e.g. went, ate).

2. Theory - Present Perfect (5 - 7 minutes): Next, the teacher should explain the formation of Present Perfect. Should mention that Present Perfect is formed using the auxiliary verb 'have' (or 'has' in the third person singular) and the past participle of the main verb (e.g. have played, has watched). The teacher should emphasize that, as in Simple Past, there are many irregular verbs in English that have a unique form in Present Perfect (e.g. have gone, has eaten).

3. Use of Simple Past (5 - 7 minutes): The teacher should then explain the main uses of Simple Past. Should mention that Simple Past is used to describe actions completed at a specific past time (e.g. I played soccer yesterday), to describe past habits (e.g. I played soccer every day when I was a child), and to describe past states (e.g. The sun was shining).

4. Use of Present Perfect (5 - 7 minutes): Finally, the teacher should explain the main uses of Present Perfect. Should mention that Present Perfect is used to describe actions that started in the past and continue in the present (e.g. I have lived in this city for five years), to describe actions completed at an unspecified time in the past (e.g. I have seen that movie), and to describe life experiences (e.g. I have never traveled to Europe).

5. Comparison between Simple Past and Present Perfect (3 - 5 minutes): After explaining both verb tenses, the teacher should do a quick review and highlight the differences between them. Should emphasize that while Simple Past is used to describe actions completed at a specific past time, Present Perfect is used to describe actions that have a connection to the present, or that were completed at an unspecified time in the past.

6. Examples and Practice (5 - 7 minutes): The teacher should provide examples of sentences in Simple Past and Present Perfect and ask students to identify the verbs and verb tenses used. Then, students should practice forming their own sentences in Simple Past and Present Perfect. The teacher should circulate around the room, offering help and guidance as needed.

Feedback (10 - 15 minutes)

1. Review and Connection to the Real World (5 - 7 minutes): The teacher should start this stage by briefly reviewing the main concepts covered during the lesson. It is important for the teacher to check if all students understood the difference between Simple Past and Present Perfect, as well as their structures and uses. After the review, the teacher should make connections to the real world, explaining how these verb tenses are used in everyday situations and in different contexts, such as:

   • Connection 1: 'In everyday life, we use Simple Past to tell stories about things that happened at a specific past time. For example: 'Yesterday, I went to the park and played soccer with my friends.''
   • Connection 2: 'Present Perfect, on the other hand, is used when we want to talk about life experiences, actions that started in the past and continue in the present, or actions that were completed at an unspecified time in the past. For example: 'I have lived in this city for five years.' or 'I have never traveled to Europe.''

2. Reflection on Learning (3 - 5 minutes): The teacher should then propose that students reflect for a minute on what they learned during the lesson. The teacher can ask the following questions to guide the reflection:

   • Question 1: 'What was the most important concept you learned today?'
   • Question 2: 'What questions have not been answered yet?'

   Students should write down their answers and then the teacher should ask some students to share their reflections with the class. This reflection activity is important to consolidate learning and identify any comprehension gaps that may need further review or practice.

3. Feedback and Closure (2 - 3 minutes): Finally, the teacher should ask for feedback from students about the lesson. The teacher can ask questions like:

   • Question 1: 'Did you find the lesson helpful? Why?'
   • Question 2: 'Which part of the lesson did you find most challenging? Why?'

   Student feedback is valuable for the teacher to assess the effectiveness of the lesson and make adjustments for future classes. After the feedback, the teacher should thank the students for their participation and conclude the lesson.

This final stage is crucial to ensure that students have assimilated the lesson content and feel confident about what they have learned. Additionally, reflection and feedback help promote metacognition and self-assessment, important skills for autonomous and continuous learning.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should recap the main points covered during the lesson. This includes the formation and use of Simple Past and Present Perfect, as well as the difference between them. The teacher should emphasize that Simple Past is used to describe actions completed at a specific past time, while Present Perfect is used to describe actions that have a connection to the present, or that were completed at an unspecified time in the past. The teacher can use short examples to illustrate each point.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected theory (explanation of verb tenses and their uses), practice (formation and use of sentences in Simple Past and Present Perfect), and applications (how these verb tenses are used in the real world, such as in conversations, readings, and writings). The teacher should emphasize that the goal of the lesson is not only to learn the theory but also to be able to apply it effectively in real communication situations in English.

3. Extra Materials (1 - 2 minutes): The teacher should suggest extra materials for students who want to deepen their understanding of the topic. This may include websites, videos, textbooks, online exercises, among others. For example, the teacher may suggest that students watch a video explaining Simple Past and Present Perfect, or read an article with examples of using these verb tenses in different contexts.

4. Importance of the Topic for Everyday Life (1 - 2 minutes): Finally, the teacher should summarize the importance of the topic for students' daily lives. Should emphasize that mastering Simple Past and Present Perfect is essential for effective communication in English, both in speaking and writing. The teacher can mention examples of everyday situations where these verb tenses are used, such as in informal conversations, reading news or books, writing emails or essays, and in understanding and producing English songs and movies. The teacher should encourage students to practice using these verb tenses in their daily lives, so they become more confident and fluent in English.