Present Perfect Simple VS Present Perfect Continuous
Intermediate, B1 level
To provide clarification of the differences between Present Perfect Simple and Present Perfect Continuous in the context of school
To provide fluency speaking practice in a conversation in the context of school
Procedure (37-49 minutes)
T will show a class picture and will wait for the students' opinions about that. Ask them to talk in pairs about their old or new classmates and the things they normally used to do/do together. T-S feedback.
T will hand the students a copy of the text used in the previous lesson. Try to elicit a few ideas about it (What is it about? Who is the narrator?), then ask them - by writing it on the WB - to look for and underline: - a sentence about weather - a sentence about a city - a sentence including “order” - a sentence including “control” SOLO W and WCF. ICQs: Are you working in pairs or alone? Will you write the sentences or underline them?
T will write the model sentences on the WB, highlighting the key words to draw the students' attention to the target language.
T will give the students a gap-fill handout to find out the rules about Present Perfect Simple and Continuous. Ask them to work in pairs and complete the tasks about meaning/use first. ICQs: Are you looking at the second part? Are you working in pairs or alone? How many words? Then invite them to mingle and compare their answers with the others (WCF). To check the comprehension of Present Perfect Simple and Continuous: - ASK CCQs: He has lost control. CCQs Is the event in the past? Yes. Is it finished? Yes. Is it recent? Yes. It has been raining all day. CCQs Did it rain in the morning? Yes. Did it rain in the afternoon? Yes. Is it still raining? Yes. - DRAW A TIMELINE To check the comprehension of since and for: - ASK CCQs Francis Gilbert has been teaching at a state school for nearly a year. Since Francis started at the school he has had problems keeping order. CCQs Did he start teaching at a state school a year ago? Yes. Did he teach there one day/one week? No. Is he still teaching there? Yes. - DRAW A TIMELINE. After meaning/use, clarify the form eliciting it from the students. Ask them to complete the second part of the handout (PW). WCF Write on the WB: PPS AFFIRMATIVE he ׀ has ׀ lost Subj. + have/has + Past Participle NEGATIVE he ׀ hasn’t ׀ lost Subj. + have/has not + Past Participle QUESTION has ׀ he ׀ lost ? have/has. + Subj. + Past Participle PPC AFFIRMATIVE it ׀ has ׀ been ׀ raining Subj. + have/has + been + -ing form NEGATIVE it ׀ hasn’t ׀ been ׀ raining Subj. + have/has not + been + -ing form QUESTION has ׀ it ׀ been ׀ raining ? have/has. + Subj. + been + -ing form Finally, clarify the pronunciation. Drill and highlight the rising intonation of affirmative/negative sentences and of Yes/No questions and the falling intonation of WH questions.
First, T will give the students a handout about since and for. PW and WCF (write the answer key on the WB). Then, T will give them another handout about PPS and PPC. PW and WCF (answer key handout). ICQs Are you using the verb in brackets? Will you put since or for ALWAYS? If necessary, different kinds of correction are possible: - offer a choice - ask a question - use questioning intonation - reformulate the correct question - fingers correction.
T will write two hints for the semi-controlled practice on the WB: - since last month - for 3 weeks Divide the students into 3 groups and tell them to think of 3 true sentences regarding their shared experiences as classmates at ITI which include those hints. ICQs How many sentences? Then tell them to mingle and compare their sentences with the other groups to check if any of them wrote the same sentences. WCF and delayed error correction on the WB.