I will begin the lesson by asking students a few personal questions such as: • Do you live in Tehran? • Do you have a best friend? • Do you study any foreign language? Students will discuss their answers in pairs for one minute. Then, I will nominate a few students to share their answers with the class. Next, I will ask a few follow-up questions such as "How long have you lived in Tehran?" and "How long have you known your best friend?" without correcting or explaining the grammar.

I will elicit some of their answers and write it down on the board such as: How long have you lived in Tehran? I have lived in Tehran for two years. How long have you known your best friend? We have known each other since 2012. How long have you studied a foreign language? I have studied French for two years. Next, I will ask students to identify the tense . Then, I will ask them to identify the words or phrases that refer to the duration or starting point of time. I will highlight for and since, and elicit the difference between them. Finally, I will ask students to identify the question phrase How long and highlight it. I will explain that How long, since, and for are commonly used with the Present Perfect to talk about actions or situations that started in the past and continue up to the present.

Since the students have already studied the Present Perfect, I will briefly review it by asking them to identify the auxiliary verb (have/has) and the main verb (past participle) I will write these answers on the board: I have lived in Tehran for two years. We have known each other since 2012. I will ask: What does "two years" tell us? Is it a point in time or a period of time? I will elicit that two years is a period of time. Then I will ask: What does "2012" tell us? Is it a point in time or a period of time? I will elicit that 2012 is the starting point. Next, I will ask: Which word comes before the period of time? Which word comes before the starting point? Students should identify for and since. Then I will ask: What does "How long" ask about? I will elicit that it asks about the length of time. Finally, I will ask students to tell me when we usually use How long, for, and since. I will confirm that they are commonly used with the Present Perfect. Form Using the students' own sentences, I will ask them to identify the word order. I will elicit the patterns from the students and write them on the board: How long + have/has + subject + past participle...? Subject + have/has + past participle. I will model the target sentences and drill them chorally and individually, paying attention to connected speech and weak forms. How long have you lived in Tehran? I have lived in Tehran for two years. We have known each other since 2012.

First, I will ask students to complete Exercise A on page 143 individually by writing present perfect questions with How long. Before they begin, I will give clear instructions and check understanding by asking: • Are you writing questions or answers? (Questions) • How many minutes do you have? (Three minutes) When they finish, students will compare their answers in pairs before we check the answers together as a whole class. Next, I will ask students to complete Exercise B by choosing for or since. Again, they will work individually, compare their answers in pairs, and then we will check them together as a class.

I will ask students to work in pairs. They will ask and answer How long... ? questions using prompts on the board, such as: • live in your house • study English • have your best friend • own your phone For example: A: How long have you studied English? B: I've studied English for six years. Students will be encouraged to ask at least one follow-up question to keep the conversation going naturally. For example: A: Do you enjoy studying English? B: Yes, I do. While students are speaking, I will monitor, note common language errors, and avoid interrupting fluency unless communication breaks down. At the end of the speaking activity, I will write a few anonymous sentences on the board, examples that I heard while monitoring. I will write the corrected forms and ask them to repeat them.