Present perfect simple with for and since
To provide clarification and practice for the usage of for and since with the present perfect simple tense
To provide free practice where students ask and answer questions using the language.
Procedure (31-46 minutes)
-I will tell students that I came to Turkey in 2013. I can speak Turkish. When I speak with Turkish people in Turkish. They ask me How long have you been here in Turkey and I reply them...... - Try to elicit the answer from students. - Write it on the board " I have been here since 2013". " I have been here for two years."
- Try to elicit the difference between since and for. - We use for to say how long something lasted. - After for comes the length of time.(the whole period) - We use since to tell us when something began. - After since comes the start time. - Use timeline to clarify meaning. Write this sentence "Tom moved to London in 2010" and ask some CCQs about it: - When did Tom start living in London? 2010 - What year is it now? 2015 - Make a sentence with since " Tom has been in London since 2010." - Make a sentence with for" Tom has been in London for 5 years."
-The teacher drills the language in a natural way. -The teacher points out to students that the usual pronunciation of for is a weak form/fə/.
- The teacher puts students into groups. - The teacher tells students to complete the text (exercise1) by putting the verbs between brackets into present perfect simple or past simple. - The teacher gives the students copies of page 97. - The students check their answers in their groups. - The teacher monitors students and provide help if necessary. - The teacher does feedback on the board by making students from each group answer. - The students may listen to a recording check their answers. - The same goes with exercise 3 where students complete the phrases with for or since.
- The teacher puts students into pairs. - The teacher instructs students to think of different ways to complete the questions in exercise 4. - Then they work in pairs and ask and answer the questions. - The teacher monitors them and provide help if necessary. - The teacher does a whole class feedback and maybe let different partners ask and answer the questions.
- The teacher tells students to think about true sentences about their own life and each sentence should include the target grammar. - The teacher writes key noun phrases on the board like my flat, this class and time phrases like since 2001, for five years. - After each attempt, the teacher gives feedback by saying the grammar is good or the grammar is not good.