Pre-Intermediate level


Abc pictures of Antonio (google image)
Abc Handouts prepared by the teacher
Abc Photocopied hand outs (Insıde Out Pre-Int, Unit 13, Oxford:Macmillan Education)

Main Aims

  • To provide clarification and practice of present perfect /present perfect continuous with for and since in the context of personal experiences of different people in a certain place 'Ibiza'

Subsidiary Aims

  • To provide less controlled and freer oral and written practice of present perfect/present perfect continuous with for and since


Lead-in (2-3 minutes) • To set lesson context and engage students

*T asks the students if they like dancing and going to clubs *T shares her personal experinces about going to clubs and dancing *T gives references to the previous lessons through the person in listening text My Ibiza

Highlighting (2-4 minutes) • To draw students' attention to the target language

*T projects a table on the white board based on information from radio programme that the students listened in the previous lesson. *T tells the the students to discuss which sentences tell us HOW LONG an activity has continued in pairs. *WC feedback

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

*T shows the students HO and tells them to answer the questions with their partners. *S changes the partners and check their answers. *T tries to elicit the difference in meaning between present perfect and present perfect continuouos with the guidance of questions on the HO. * T checks the meaning with CCQ s -When did Antonio start to live in İbiza? -Is he still living in Ibiza? -Which sentence tells us he will continue living in Ibiza? -Which sentence is a better answer for 'How long have you lived in Ibiza? *T draws a timeline on the board and clarifies on it, *T reminds the students that they had a lesson with another teacher about state and action verbs. *T shows the HO to students and tells the students to underline the main verbs in these two sentences and discuss the questions with their partners. *T also projects the sentences on the board. *Peer check *Whole class feedback *T elicits the form of present perfect continuous tense on marker sentence and writes it on the board *T demonstrates the pronunciation of contractions ' ve and weak from 'bın' , uses her fingers to clarify. T also shows for and since is unstressed.

Controlled Practice (8-10 minutes) • To provide controlled written and oral practice of present perfect and present perfect continuous with for and since

*T shows the HO to students and gives them the instrustions; -Write the name of..... next to each sentence. -Decide if each underlined verb describes a state or a single / repeated action to help you decide which tense to use (present perfect simple or progressive) -Write eight sentences with present perfect simple or progressive using since and for. -T makes an example, I have been buying clothes in Zara for 15 years. *Compare your sentences with your partners. *There will be delayed feedback.

Semi-Controlled Practice (8-10 minutes) • To provide less controlled oral practice of target language

*T tells the students to make groups and gives them the instructions; -Each student choose one sentence from previous activity and ask questions to each other -For example ; Where do you study ? How lpng have you been studying there? -Write your the answers on a piece of paper -Report the results back to the class. *T monitors the students *T takes notes about students' errors and makes delayed correction.

Free Practice (if time activity) (8-10 minutes) • To provide students with free practice of the target language

*T tells the students a situation; -You are the parents of a baby girl and interviewing with a babysitter. *T tells the students to write and perform short dialogues *T monitors them *Role play *Feed back

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