1. Write “2018 TO Now” on the board. 2. Ask the class: “How long have you studied English?” 3. Elicit responses: “For three years!” / “Since 2020!” 4. Briefly highlight the difference between “for” (duration) and “since” (starting point). 5. Use ICQs: - “Do we use past simple or present perfect?” Present perfect - “Are we giving a duration or a start date?” Duration = for; Start = since 6. Use CCQs to check understanding: - “If you began in 2019, do you say ‘for 2019’ or ‘since 2019’?” Since

1. Teacher writes example sentences on the board using time markers (e.g. “I’ve lived here since 2019,” “I’ve just finished lunch,” “I’ve never been to Spain”). 2. Teacher draws a timeline (e.g. 2018 → Now) to visually support the concept of duration and starting point. 3. Students read and listen to modeled sentences, identifying the time marker and its function. 4. Teacher elicits meaning through CCQs (e.g. “Is it finished or still happening?” “Do we know when it happened?”). 5. Students complete a gap-fill paragraph (Worksheet A) to reinforce exposure through written input. 6. In pair interviews (Worksheet B), students hear and produce Present Perfect forms with time markers in conversation.

Teacher underlines oR time markers in example sentences on the board. 2. Elicit the position of time markers in the sentence (e.g. “I’ve lived here since 2019”). 3. Ask CCQs to clarify meaning: - “Does it tell us when something started or how long?” - “Is the action finished or still happening?”

1. Teacher writes example sentences on the board - Example: “She has lived here since 2020.” 2. Use CCQs to check understanding: - “Is she still living here?” Yes - “Do we know exactly when she moved?” No - “Is it finished or continuing?” Continuing 3. Elicit the difference between “for” and “since”: - “For” = duration “for 3 years” - “Since” = starting point “since 2020” 4. Use gestures and timeline to reinforce meaning visually. 5. Ask students to reformulate sentences using different time markers. 6. Check pronunciation and stress of key phrases (e.g. “has lived,” “never been”).

1. Distribute the worksheet paragraph (activity A). 2. Explain task: - Fill each blank with the correct form (for/since, ever/never, just/still, so far, lately, #times, superlative, always/already). ICQs: - “Do you fill one blank at a time or all at once?” One at a time! - “If the sentence needs duration, do you choose ‘since’ or ‘for’?” For - “If it’s a start point, ‘for’ or ‘since’?” Since 3. Students work individually to complete blanks 4. Pair-check : Compare one blank and explain your choice to partner. 5. Board correction: Nominate three students to write key answers on the board. CCQs ; - For blank “I’ve been a big fan … more than twenty years,” ask: “Is this a duration or start point?” Duration - For blank “I haven’t seen that one,” ask: “Do we use ‘yet’ or ‘still’ when we haven’t done something up to now?

1. Students form new pairs. Each pair has questions from activity B: 1) Is there a movie you’ve always wanted to see? 2) Have you seen any good movies recently? 3) What’s the best movie you’ve ever seen? 4) What’s the worst movie you’ve ever seen? 5) How many movies have you seen so far this month? 6) Is there a classic movie that you still haven’t seen? 2. ICQs: - “Do you ask these in present perfect?” Yes! - “Do you answer with the correct marker (ever, still, so far, etc.)?” Yes! 3. ProcedureP; - A asks all six questions; B answers using full sentences. - Swap roles. 4. Reporting: Two volunteers share a partner’s interesting answer: - “She’s seen five movies so far this month.” - “He’s always wanted to see Gone with the Wind.” CCQs: - “If your partner hasn’t seen a film up to now, should they use ‘yet’ or ‘still’?” → Still - “If they’ve seen many movies up to now, use ‘ever’ or ‘so far’?” → So far

1. Teacher elicits examples from students used during pair interviews or gap-fill tasks. 2. Ask students to identify the function of each time marker (e.g. experience, duration, recent action). 3.Correct common errors gently and clarify any confusion.