Donia Donia

Donia, Teaching Practice 4
Upper-Intermediate, B2 level


In this lesson, students will learn a new grammar item which is "Present Perfect Continuous" and they also practice the difference of it with the simple form. They first start with a discussion about snakes and they will give their opinions. Then, students will be shown the pictures that are in the book and talk about what is happening in them in pair. Following this, they will listen to the track and they will check their answers for the previous task. T writes two sentences from the listening on the board with two different tenses (PPS and PPC) . Since, they had a session about present perfect simple yesterday, T asks some CCQs about the simple form and the same CCQs for the continuous form so that the students see each sentence emphasizes on what. (Result / Action or Duration) . T elicits the formula of the PPC form from the students and then, the T drills the modeling sentences. For Controlled practice, students will do one of the exercises which is in the workbook, first individually and then pair checking. Following this, they will do exercise 3 in the student's book and after checking it, they will go for exercise 2 as a freer practice.


Abc Pictures
Abc A Gap-fill handout
Abc A handout exercise
Abc A handout

Main Aims

  • Grammar (Introduce "Present Perfect Continuous" and talk about the difference it has with the simple form
  • Grammar (the difference between present perfect simple and present perfect continuous)

Subsidiary Aims

  • Listening (As a context to lead the students to the main aim which is Grammar)


Warmer/Lead-in (2-3 minutes) • To activate prior knowledge about the topic of the text

T ask the students about snakes, which they give their ideas about this particular animal and have a discussion.

A General Practice (7-9 minutes) • To check the understanding

T shows the pictures of the book to the students and asks them what is happening in these pictures. Students talk in pairs. T monitors the class and then, they listen to the audio track in order to check their answers.

Focus on Language (7-9 minutes) • To introduce the TL to students

T has students focus on the board which there are two sentences on it. T explains that these sentences are from the listening. T asks CCQs to check the meaning of the sentences and in order to elicit the difference between these two sentences from the students.

Controlled Practice (5-7 minutes) • To check the understanding

T gives students a handout which is from workbook which they have to do it first individually and then, check with their pairs. T asks the reason for the choice of the students for some sentences.

Less-Controlled Practice (7-9 minutes) • To give more freedom to the students in order to product language from TL

T gives the students a handout from the student's book which they have to write two possible responses to the comments. (using TL 1 AND 2)

Freer Practice (8-10 minutes) • To provide students with more production,using the TL

T gives students a handout (Student's book) which they have to write six sentences about themselves (four true and two false) using the TL. Then, students read their sentences to their partner and their partner must guess which of the sentences are false.

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