Ibtissam El Azrak Ibtissam El Azrak

Present Perfect Continuous
Intermediate level


In this lesson, students learn about present perfect continuous and time expressions "since" and "for" through the context of life changes. The lesson starts with a question that guides students to discover the present perfect continuous.This is followed by a controlled practice where students read a text and put the correct form of the verb into the gaps.Then, students find out when "since" & "for" are used through cards with time expressions.Afterwards, students will get to know the difference between stative and dynamic verbs by finding out the correct and the wrong sentences.Finally there will be a free spoken practice using a game.


Abc Copies of the text book
Abc Cards
Abc Teacher's notes
Abc answer key

Main Aims

  • To Introduce and provide practice in the present perfect continous and time expressions "since" & "for" through the context of life changes

Subsidiary Aims

  • Speaking fluency practice


Warmer (5-8 minutes) • To engage the students

Ask the students a question about the reading text from the previous lesson: when did Zoe start working on the farm? Elicit the answer "October of last year" Ask the students how did they know this. Elicit the answer from the text :Zoe has been working on the farm since October of last year. write the sentence on the w/b.

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

Ask the students: " When did the action start?". Elicit the answer : Last October - past tense. Ask the students: " Is the action still continuing?" (the answer should be Yes). Ask the students: "What tense is it?" (Present perfect continuous). Write the name of the tense on the w/b as a title. Draw a timeline to help clarify where the tense should be shown. Elicit the form of present perfect continuous and mark it on the example using different colours. Check that the students can make both negative &positive sentences. Drill some sentences to check pronunciation.

Controlled practice (6-8 minutes) • To provide students with controlled written practice of the TL

Tell the students to read the text without paying attention to the gaps & say what change happened in Dave's life. Give out the HO. Get some feedback from the students. Students work in pairs to complete the text. Take w/b FB and see if all the students agree. Clarify any necessary points.

Controlled practice 2 (5-7 minutes) • To provide students with practice for time expressions

Tell students to look at the time expressions & decide which ones we use with "for" and which with "since" Students work in small groups and choose which expressions go with "for" and which ones go with "since" & stick them on the walls. Group check the answers. Give out the answer key for the students to confirm. Clarify any necessary points.

Controlled practice 3 (3-5 minutes) • To provide students with practice for accuracy

Show students ex 3 and tell them to find the mistakes. Do the first one with the students as an example. Students work in pairs to find the mistakes. Check the answers with the whole class & elicit that verbs such as "understand", " know" and "be" are stative verbs and can't be used in the continuous.

Productive Task (5-7 minutes) • To provide freer spoken practice of the TL

Tell the students that they will play a game. Put students into groups of 3 or 4. Get the students to take the time expressions (from the previous stage) off the walls and arrange them face up in a circle on the desk. Demonstrate the game. Students take turns throwing the dice and moving clockwise around the circle of time expressions according to the number they threw. Students make sentences using the time expression they landed on about their own life.In case they land on the same card for a second time they should ask a question using that time expression. The game continues until everyone has said a sentence.

Delayed error correction (if time allows) • To clarify some mistakes for accuracy using Present perfect continuous

Read the errors noted on the w/b & ask the students to correct them.

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