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Present Perfect Simple vs Present Perfect Continuous
Intermediate (B1) level

Description

In this lesson students will focus on difference between Present Perfect Simple and Present Perfect Continuous tenses. Students will work on the text that they studied on in the previous class. After that they will test their knowledge about Present Perfect Simple and Present Perfect Continuous. They will finish the class with a writing practice that they haven't had for a long time.

Materials

Dlfkzq8kqns4imavubxw grandma Grandma
Ob8uoqvtrticxhrpmbbz pps ppc ho guided discovery HO
Abc Text for present perfect cont.
Abc Gap-fill Handout
Meihuoq2m3s1dz9oqvgw pps vs ppt PPS vs PPT.ppt
Swhscqdspseshjyicteh grandma Grandma
Vxlehzjpysymwjllngmb grandma Grandma
Mqjonmebcwlwirgrfumr grandma Grandma

Main Aims

  • To provide clarification and review of Present Perfect Simple and Present Perfect Continuous tenses to distinguish the difference in the context of Aging (old People)

Subsidiary Aims

  • To provide product writing practice of a a short biography in the context of the oldest person in my family

Procedure

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

Teacher asks students (based on the previous lesson about Pettgrew's 110th birthday) if they know anybody that old and how old is the oldest person they've ever known. Teacher shows students a picture of her own grandmother.

Highlighting (2-4 minutes) • To draw students' attention to the target language "Present Perfect Simple" and "Present Perfect Continuous"

Teacher asks students if they remember which tense they studied on a day before or not. Teacher asks students to take a look at the text that they have been studying on during the previous class and find the sentences with the present perfect continuous. Teacher asks students to check their answers with their partners.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language present perfect continuous and present perfect simple

Teacher shows a HO to students and give the instructions for the task: -Please read the sentences and check the questions underneath the sentences. Work with your partner and try to find the correct answer. Teacher asks ICQs to make sure students understand the process. -What are we going to do? -How are we answer the questions? According to..? The HO contains sentences from the highlighting stage.Students will read the sentences and will answer the questions according to the sentences for the guided learning. Students will work together on it and they check each others answers. Teacher will provide further information (based on CCQ) during the feedback.

Language Practice #1 (8-10 minutes) • To provide controlled written practice focused on using " present perfect continuous" and "present perfect simple"

Teacher shows students a gap-fill activity HO and gives the instructions for the task. -On the paper there are 3 sections - First we will find the correct form to complete the sentences. -On the second section we will turn these sentences into the negative form - On the third one we will build the question form. - Please read the sentences carefully and pick either "have" or "have been" form. Teacher demonstrates the first sentence and hands the HOs. After students finish their task, teacher asks them to check their answers in pair. After pair check teacher projects the correct answers on the WB and go through quickly by mentioning/reminding important points.

Free Practice (8-10 minutes) • To provide students with free practice of the present perfect simple and present perfect continuous

Teacher shows student her grandmother's picture and a short info about her. (Info has been written by using present perfect simple and present perfect continuous tenses) Teacher asks students to write a biography about the person that they mentioned at the beginning of the class. Teacher monitors and takes notes. She uses the notes during the feedback session.

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