Cem Kilciler Cem Kilciler

present perfect simple vs continuous
intermediate level


In this lesson, Students learn differentiation between present perfect simple and continuous through guided exercises. The lesson starts with recalling context from previous lesson. This is followed by an exercise with aim of recognition and distinguishing target subject. Following with target language clarification, timelines. Next step is drilling and then comes exercises to practice. Last step is free production about movie stars.


Abc hand-out movie stars
Abc hand-out

Main Aims

  • To provide clarification of present perfect vs continuous in the context of secret of success

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of secret of success


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

T continues with the same context from previous lessons which is '' Secret of success''. T asks what they remember from the audio they listened in the previous lesson. Asks some CCQ such as '' What was the listening activity about? Is talent enough to be successful? What is the secret of success?''

Focus on Language (7-9 minutes) • To provide context for the target language through previous lesson's audio

T tells SS that they will underline present perfect simple and continuous, in pairs, in the HO then gives HO. While SS busy with the task, T writes ''for, since'' to the W/B and draws timelines of ''for and since''. Then gives SS 30 seconds to do peer-to-peer check and WCFB. Next step is explaining ''for and since'', first examples such as '' since 1903, for 2 weeks'', then T points out the timelines and asks '' Is since a point in time? Is for a period in time?'' as CCQ. T gives a copy of rules and asks SS to match sentences with as pairs. As SS has done the activity, T gives WCFB and asks CCQ: '' Can we use present perfect continuous with love, hate, know? Why? Is present perfect continuous used for short actions?''

Focus On Form (3-5 minutes) • To draw students' attention to the target language

T elicits one of the sentences in present perfect( have/has+ past participle) and writes it on the board then draws the timeline. Tell SS '' Is this negative form or positive form? How do we make this negative? How about a question?''. Does the same for present perfect continuous (have/has+been+Ving) as well.

focus on pronunciation (3-5 minutes) • To exercise pronunciation and stress pattern

T drills both sentences in all forms; first whole class, then groups, then individually. T focuses on the weak form of have/has and pronunciation of /bın/ in PPC.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

T tells SS '' complete the sentences with present perfect simple or present perfect continuous and fill gaps for yourself. Do it alone not with your pair. Will you do it with your friend? No'' and gives HO. Then SS do peer-to-peer check, T checks if there is a mistake.

Semi-Controlled Practice (5-8 minutes) • To concept check further and prepare students for free practice

T tells SS '' we will make questions with these prompts.'' and does an example '' how long have you known your best friend? please notice ''know'' is a state verb, not an action verb''. T monitors and corrects mistakes. SS do peer check. WCFB is necessary.

Free Practice (5-8 minutes) • To provide students with free practice of the target language

SS ask and answer questions from 8a to each other. T does a demonstration with a student to clarify. T pairs up SS and monitors for mistakes and corrects if there is any.

free production (7-10 minutes) • to provide exercise to produce language

SS will try to guess a film star. T gives a movie star to each student and 3 minutes to write questions. Then tells SS '' move around the classroom and ask questions to your friend they will try to guess your movie star.'' T monitors and helps with accuracy. After 5 minutes, SS sit down T asks ''what did you learn Daniel Radcliff?'' and does delayed error correction.

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