Jennifer Jennifer

2B - Present Perfect Continuous (for recent continuous actions)
Intermediate - B1 level

Description

In this lesson, students will see a looped clip from Julie & Julia and try to guess what was happening before. This will elicit the TL (present perfect continuous) and students will drill the TL with example sentences from the video. They will then continue to practice the form with a listening and several speaking practices.

Materials

Abc Powerpoint
Abc Speakers
Abc Whiteboard and markers
Abc Listening Exercise

Main Aims

  • By the end of the lesson, students will have revised the present perfect continuous and used it to describe recent continuous actions of people and places.

Subsidiary Aims

  • By the end of the lesson, students will practice the descriptive adjectives revised in the previous lesson.

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Show Ss the looped video from Julie and Julia and ask them to write down what they think happened in pairs. Set Task: Please work in pairs. What do you think has happened here? After one minute, have them switch partners and share their ideas with another person. Set Task: Now, watch the whole video. Let's see if you are correct. Ss watch the rest of the video clip -- "What happened?"

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

After Ss say what actually happened in the video, ask them: - Were these actions in the past, present, or future? - Did they happen a short time ago or a long time ago? - How do we know? T draws the timeline on Language Analysis page as they answer the questions. T: How can we make a sentence about this action? What form tells us about the past and the present together? T elicits the TL and drills the students. T: Can you make a sentence about a different action in the video? (one or two more examples - getting angry, cooking, talking on the phone, watching her cook) T writes these examples on the board.

Highlighting / Clarification (6-7 minutes) • To draw students' attention to the target language and check the meaning, pronunciation, and form

Teacher revises the form of the present perfect continuous, emphasizing the shortened form and pronunciation. Go over the negative form and question version. Draw attention to the example sentences. Ask: Is this happening in the present? Is it about the past? Can we see some clues about what happened now?

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice

Show pictures from listening exercise 7a on Pg. 27. T: This is Sharon and Kenny. They are on vacation right now. How do they look? What do you think has been happening? T elicits a few answers from the students and does this for each picture. Set the task: Now, here are three sentences about Sharon and Kenny. Please copy them in your notebooks. Do these sentences have all their words? What do you think we will be doing? (listening) Please listen to the three conversations and write the correct answers. What have they been doing? Do the listening (2.11) and pause after each one. Give them 15 seconds to write their answer and then ask 1-2 comprehension questions after. #1 - Who's Sharon talking to? (Kylie, a friend or sister) / What has Kevin been doing? (texting his ex) / Is she happy about it? (NO) #2 - Who is all red? (Kenny) / How long was he outside? (all morning) / Why will he feel bad tomorrow? (didn't put sunscreen on) #3 - How many people are talking? (3) / Who is talking? (Sharon, Kenny, and a receptionist) / How do they look? (exhausted) / Are you energetic or tired when you're exhausted? (tired) Check answers with a partner / have students come up and write their answers on the board

Semi-Controlled Practice (10-12 minutes) • To concept check further and prepare students for free practice

Ask Ss what strong adjectives they remember from the listening: exhausted, very red, terrible, awful Then, ask Ss if they can think of any other strong adjectives they learned from the lesson before: filthy, furious, terrified (add very stressed) How do I look? (T will look exhausted, elicit answer from students, then point to TL question form) "I've been eating khinkali at a supra. Now, I want you to try in pairs. Choose an adjective and act it out. Your partner will say (show on board and have them repeat). Then, you will say what you have been doing. Be creative! Maybe you were running away from a dragon.....or flying in space. You have two minutes." Then, have them get up and visit at least two new people using the target language. StT: "Now please stand up and talk to at least three more people. Please use the same form. You have five minutes." T will play music under this.

Free Practice (15-18 minutes) • To provide students with free practice of the target language

T will tell a short story to set up the activity. T: "Now, for the next activity, you all are employees. (One group works at a bank. One group works at a government office. One group works at a school.) But there is a problem. Your boss is coming to check what you have been doing and....you haven't done anything. You have to decide as a group what you have been working on. You need to write as least five different things. You have five minutes." ICQ: Where do you work? (ask each group) How many things do you need to write? (5) Should you write them in the present perfect continuous? (yes) Should you work together? (yes) After Ss finish, a person from another group will be the boss and ask each person what they have been doing. Each group will get a chance to share. Feedback / Correction Plan B - if a lot of time left, play game where someone will go outside and the class will do something like move the desks or write on the board or dance Then, the person has to come in and guess what we have been doing. Homework - Teacher's Book, Pg. 146 Handout - Grammar Form chart

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