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Present perfect simple and present perfect continuous
Intermediate level

Description

In this lesson, students will be introduced to the difference between present perfect continuous and present perfect simple through different activities in the context of their reading and listening exercises about relationships.After the exposure stage, providing context for the TL,they will start by doing a matching exercise, followed by a short explanation/clarification by the TA of the differences in the construction and use of these two tenses. They will review and think about the difference between stative and dynamic verbs. They will then do controlled practice, an exercise choosing the correct verb form, followed by an exercise about constructing questions using the present perfect simple or continuous. Then in a semi-controlled practice exercise, they will practice using these two tenses in speech by asking different questions to their partners by using ''How long' and ''How many''. If time allows, the session will end with a 'fill in the blank' vocabulary exercise using different words they have learned in their reading and listening session, followed by a short discussion, allowing them to have a general review of the day's lessons.

Materials

Abc New Inside Out Intermediate Student's Book, Sue Kay and Vaughan Jones, MacMillan 2009
Abc New Inside Out Intermediate: Teachers Book, Sue Kay and Vaughan Jones, Mac Millan 2009

Main Aims

  • To provide clarification, review and practice of present perfect continuous and present perfect simple in the context of relationships

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of peer questionnaire

Procedure

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

T will ask students ''What have we been talking about for the past 45 minutes''? and ''Have you enjoyed it''? To make an introduction to the use of both present perfect simple and continuous within the context of relationships.

Exposure (8-10 minutes) • To provide context for the target language through a set of examples

T will put the photos of two couples on a timeline on the whiteboard. One is an old married couple, the other a younger couple still dating. Then she will ask questions using both tenses about these couples: ''How long have they been married?'' ''How long have they been dating?'' ''How long have they known each other?'' etc. Once she has answers for all three questions, she will ask the students what the differences are between those sentences. T will allow them to think about and write down their answers.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Then T will clarify/review state and action verbs.T will make two columns on the board and ask them about a few verbs and decide whether it's an action or state verb. T will ask them to do the 1st exercise, matching the description and name of the verb form with the given sentences. T will ask CCQ's to make sure that they understand the meaning of the TL Then T will spend some time on form, emphasizing how present perfect simple is used in the negative and question form.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T will ask them to do the 2nd exercise about underlining the correct verb form, then the 3d exercise about making questions. Monitor WCF Delayed error correction as necessary

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T will put them into pairs, give them the exercise about asking questions to each other using ''How many'' or ''How long'' and answering with the present perfect simple or continuous. T Monitor WCF Delayed error correction as necessary

If time allows- Speaking and Vocabulary (8-10 minutes) • To provide with an opportunity to review the vocabulary and use all they have learned in speech

T will give them the vocabulary exercise then ask them to discuss which statements they agree with in the given exercise. During the PW discussions, T will monitor that they are at least trying to use the newly learned vocabulary and tense in their speech. WCF Delayed error correction as necessary

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