Ehsan Ehsan

Teaching Practice 1
Intermediate level


In this lesson, students will be focused in the difference between the Present Perfect continuous and Present Perfect simple in an inductive approach.


Abc W/B
Abc Timeline from "Learning Teaching" by J. Scrivener, p.104
Abc Grammar Box p. 71, SB
Abc Grammar ex. 1 on p.71, SB
Abc Picture of ex.2, P.71
Abc Qs for speaking ex1, pp. 128 and 131
Abc Hos

Main Aims

  • To extend Ss' knowledge of present perfect continuous & simple & to give controlled, semi-controlled & freer practice in the TL through the context of life stages and changes

Subsidiary Aims

  • Speaking


Warmer (3-5 minutes) • To get to know the SS and to remember their names

I will ask Ss if they remember my name and then I try to recall their names. If I can't I will ask them to help me by the first letter of their names.

Lead-in (3-5 minutes) • To provide context for the target language

I will refer back to the reading on page 70 ( they just had this lesson with Yasser) and ask the Ss what changes Maria has seen and what she's been doing recently. I will try to elicit a few ideas.

Focus on the TL - meaning (7-9 minutes) • To activate Ss' schema of TL and to help them differentiate 2 aspects of the TL

I will try to elicit some examples of Present Perfect continuous from Ahmad's lesson yesterday. What is the difference between Present Perfect Continuous and Present Present Perfect Simple? I will draw two timelines with two examples for each on the board. Activity 1: White envelopes - in pairs or groups of 3. Ask the Ss to match the sentences with Present Perfect simple or continuous label cards. Monitor and provide feedback. Activity 2: Brown envelops - Match the definitions of use with each example sentence. Compare with another group. Check your answers with the papers on the board.

Controlled practice of the TL (5-8 minutes) • For Ss to practice and produce the TL in a controlled activity

Chesting the text, ask Ss who they think the writer of the text is? 1. the children 2. parents 3. a friend and what are they planning? ICQs. I will mention that gaps are not important at this stage before giving out the Hos. ICQs. Get some ideas from the class. Put the Ss in new pairs and ask them to fill in the gaps with the correct form of the verbs in parentheses. Provide FB and give the correct answers on the board.

Semi-controlled practice of present perfect continuous (8-10 minutes) • To clarify the meaning and form of the TL

I will try to recap a few ideas of what people do in preparation for a party. If necessary, I can refer back to the text about Maria. Prepare Ss for a competition. In your groups/pairs write what the people in the picture have been doing recently. I will try to elicit one example to start. Mention that the team with the most correct sentences is the winner. ICQs. Provide feedback if necessary.

Freer speaking and practice of the TL (5-8 minutes) • For Ss to consolidate the TL and produce sentences in new language

Grab the class' attention. What changes have taken place in your lifetime? ask the Ss to elicit some ideas. In 2 groups of A & B, try to discuss the questions on the cards. ICQs. Meanwhile, I will try to make notes of their errors in the TL. Monitor and ask one or two Ss of each group about their answers.

Speaking Content Feedback (5-8 minutes) • For Ss to share their ideas with the other group

If time, regroup SS to tell each other about what they talked about. One from A, one from B. If time is short, get a representative from each group to tell the class what they talked about. If time is too short, get each representative to tell just one question from their group.

Error focused delayed feedback (3-5 minutes) • To get Ss to notice their own mistakes

Put some of their mistakes on the board and elicit the correct forms. Tell SS the class is done.

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