A perfect sentence

A gap-fill exercise where students practice the target grammar for the lesson.

Start by writing the following style of gap-fill exercise on the board and have the students work individually to complete the sentences:

1. Jen hasn't been to a basketball game _____, but she really wants to go.
2. Peter has _____ left for the station.
3. I haven't talked to my mother _____ two weeks.
4. Mark has told me he's _____ been to that museum.
5. Kevin hasn't been at this school _____ very long.
6. Have you finished painting the house _____?

Once they have finished, they should check their answers with a partner.

Key
1. Yet
2. Just/already
3. For
4. Just/already
5. For
6. yet

A perfect table

The students test their understanding of the key concepts for this lesson by completing a table that relates to their own experiences.

Draw a table on the board with the columns just, yet and already and tell your students to copy it into their notebooks and complete it with:

1. Three things they have just done.
2. Three things they want to do, but haven't done yet.
3. Three things they have already done.

When they are ready, have them swap books with a partner.

Using their partner's table, students will ask follow-up questions to find out more information. Tell them to get as much information as possible as they will have to report to you later. Demo this with another student first.

After the interviews, they will report back to you on each item. Ask them any follow-up questions that you think they should have asked. If they don't have the information, you could have them ask their partner and report it back to you.

Bucket list liar

Students create a bucket list before conducting interviews where they have to lie about having already done each item.

Start by eliciting or explaining the meaning of a bucket list on the board:

Bucket list: A list of experiences or achievements that a person hopes to have or accomplish during their lifetime.

Tell your students that they are now going to create a bucket list, five items should be enough.

When they have finished creating their lists, have them swap books with a partner. Students will then use their partner's bucket list to carry out a mock interview where the interviewee must pretend that they have already done all of the items on the list. The interviewer should then ask follow-up questions about each activity while their partner is forced to continuously lie through their teeth.

Demo this with another student first and teach some follow-up questions for affirmative and negative responses. Tell the students to remember their partner's answers because they will be quizzed on them later.

Reporting

A follow-on speaking activity where students get the chance to share what they learned about their partners.

When the students have finished with the previous exercise, go around the class asking each to report on their partner's bucket list. Keep the questions open and general:

Teacher: So Victor, did you learn anything interesting about Susan?
Student: Yes...

20 Questions: Just, yet and already 

Players use the target grammar of the lesson to nail down the time of day that their classmate is thinking of. 

On each turn, a student will come to the front of the class. That student must then think of a specific time in their day, limit it to half hours. The other students take turns asking a question and attempting to guess the time. 

Participate in a quick demo before they start to give them an idea of the kind of questions they'll need to ask. 

Student A: Have you been to school yet? 
Student B: Yes, I have. 
Student A: Is it 4:00? 
Student B: No, it isn't. 
Student C: Have you already eaten dinner?