To provide clarification, review and practice of present perfect continuous in the context of life changes
To provide fluency and accuracy speaking practice in a conversation in the context of life changes
Procedure (38-50 minutes)
At the very first, T will show the Ss a photo of Zoe, whom they have been well-acquainted with from the previous lesson reading text, to elicit her name. Then Ss will brainstorm something that they remember about her.
T will raise a handout containing an extract from Zoe's story. T will instruct Ss first to fold the handouts up after the extract, not to be distracted by questions. T will ask them to find three things that she has been doing since she has moved from the city to the country in two minutes. ICQs: "Will you find three things that she has been doing before/after her movement from the city to the country?", ss: "after" "Will you read the text in detail or very quickly?", ss: "quickly" T will ask the ss to share their answers together and will get a whole class feedback.
T, then, will ask the ss to unfold their handouts and look at the sentences. there are three sentences from the extract in their handouts and they will be asked to look at the text very quickly and fill the blanks with their partners. When done, T will ask the ss randomly to read the complete sentences.
T will raise a handout containing a sentence from the Zoe's story. T will instruct the ss to first fold the handouts up after the questions, not to be distracted by the next task. T will then ask the ss to answer the questions according to the sentence. T will ask the ss to share their answers together and will get the feedback randomly. T, then, will ask the ss to unfold the handouts and look at the same sentence but in present perfect tense and answer the questions with their partners. Meanwhile, T will draw two timelines on the WB, one for present perfect progressive and one for present perfect with an example above each timeline. T will check their answers randomly and draw their attention to the board and will ask them which tense each timeline shows. Ss will answer, 'present perfect' and 'present perfect continuous' and T will write them on the WB on the top of their timelines. Then T will point to the present perfect continuous timeline and ask: "Does she work on the farm now?", ss: "Yes", then T will point to the present perfect timeline and ask: "Does she work on the farm now?", ss: "we don't know, maybe." Then T will draw ss' attention to the next difference between present perfect and present perfect progressive. T will say: "can I say, I haven't been understanding any of your explanation.", ss: "No", T: "why?", ss: "it's a non-action verb", if the ss can't answer, T will answer herself. Then T will draw a table on the WB and elicit some examples of action verbs and non-action verbs from the ss and will write them on the WB. T, then, will give the ss another handout and ask them to fill the blanks with their partners. In this task the ss will get the form of present perfect continuous. T will monitor the ss. meanwhile, T will give the them the answer key and asks the ss to check their answers with the answers key. T will ask the ss to repeat 'October', then will say: "Is this word stressed?", Ss will say: "Yes". T will show the stress with a square on top of the word. Then T will do the same with 'since', 'farm', and all the words respectively and ask the ss to repeat.
T will raise handouts prepared for controlled practice for ss and ask them to read the statement and the questions, find three mistakes in them and correct them with their partners. T will also ask the ss to explain why the verbs are incorrect. T will do the first one as an example herself. T will monitor and correct the errors appropriately. Then, T will check the answers randomly.
T will ask the Ss to stand up and ask some questions from each other. The main question is: 'what have you been doing in the last two years?' that T will write it on the WB. T will ask one of the Ss to come up to the board and model the task with him/her. T: "What have you been doing in the last two years?", s: "I have been studying English.", T: "How long have you been studying English?", s: "I have been studying English for two years?", T: "why are you studying English?", T: "How often do you watch English movies?", T will ask some more questions and S will answer. T will monitor the ss carefully and will take some notes of their mistakes. T will write some mistakes that they have in common on the board and ask other ss to correct them. NB: if there is enough time, T will do this task through an onion ring rather than mingling.