Anca Sofran Anca Sofran

Copy of Present Perfect vs Present Perfect Continuous
Upper Intermediate level


In this lesson students review and practice Present Perfect and Present Perfect Continuous forms through a 'doctor and patient' listening context. They are subtly introduced to the topic by some engaging activity and are guided to the language by listening and filling in the missing gaps. They will work in pairs in order to extract the meaning from the context by themselves and will practice the TL in controlled and semi-controlled practices.


Main Aims

  • To provide students with clarification, review, and practice of present perfect simple and continuous in the context of health and illness.

Subsidiary Aims

  • To provide students with listening tasks and more speaking activities for accuracy and fluency.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

I greet the students and ask them how they feel. I tell the class that I didn’t feel well last week and I had to go to the doctor. Then I ask the class the following questions: When was the last time you went to the doctor? How often do you go to the doctor?

Exposure (3-5 minutes) • To provide context for the target language through a listening text.

Ss are asked to listen to the conversation between a doctor and a patient in exercise 3a and decide what symptoms the patient has and the find out about the doctor's suggestions. They will check the answers with a partner and finally I will elicit the answers from the class.

Highlighting (3-4 minutes) • To draw students' attention to the target language

I will ask the students to listen again to the recording and fill in the gaps by present perfect simple or present perfect continuous. ICQ: How many tenses can we use? Which are they? I will ask the learners to check their answers with a partner then I will provide the answer key.

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

I tell the students that they are going to read a part of the conversation between the doctor and a patient and answer the questions of the first exercise that are T/F statements on the handouts I will provide for them. The guided discovery handout starts with features of the grammar that are highlighted and are the main targets of the lesson: the present Perfect Simple and the Present Perfect Continuous. CCQ: 1. “I have taken it five or six times” - Is he taking it now? (no) - Was he taking it before? (yes) - Did he take it once or several times? (several times) 2. “I have been coughing a lot” - Is he coughing now? (Yes) look at the picture at the book - Was he coughing before? (yes) -Was he coughing only once or for a period of time? (period of time) Then They will be forwarded to the second exercise in order to discover the meaning from the context. Finally they will fill in the gaps to practice the form. I will write the sentences on the board and will drill the pronunciation and sentence stress.

Controlled Practice (3-5 minutes) • To prepare students for more meaningful practice

I will assign the worksheet 2 to the learners and ask them to fill in the gaps by Present Perfect simple or Present Perfect continuous. Then I ask them to check the answers with a partner. I will provide the answers.

Semi-Controlled Practice (3-5 minutes) • To prepare students for free practice

I put students in groups of A and B and are asked to make questions with the prompts in exercise F. I will write the first one as a model then they will do the rest. Finally I will provide the answer key.

Free Practice (3-6 minutes) • To provide students with free practice of the target language

I put the class into groups of A and B. Then I tell them that one one of them is a doctor and the other one is a patient. They should talk freely. I will monitor the activity and note down ideas in order to give them feedback at the end of the session.

Web site designed by: Nikue