Ludwig Ludwig

TP4 Grammar - Present Perfect Simple/Continuous
Upper Intermediate level


Main Aims

  • To review and contrast present perfect simple and present perfect continuous

Subsidiary Aims

  • To provide fluency speaking practice in a conversations that requires the use of present perfect simple/continuous


Lead-in (5-5 minutes) • To set lesson context and engage students

- T show Qs (have you ever/how long have you been) in Google Slides and tells students to spend a few minutes in BREAKOUT groups "getting to know each other" by asking 2-3 of these questions to each other - Copy Qs into chatbox - Put students in BREAKOUT rooms - OCFB nominate 2 students to share (maybe one for each Q)

Text Work (Gist/Intensive) (8-8 minutes) • To provide context for the target language through a text and have students identify TL

GIST: T tell students that the next task is INDIVIDUAL and that they will be listening to an conversation (TP4 Audio) and then making up a title of the conversation in the Google Form (TP4 Gist/Intensive). 2 MIN - T copies link to TP4 Gist/Intensive Google Form into chatbox and then verifies that it works - T plays audio for students - 2 MIN - T asks students to share their titles with partners via PRIVATE CHAT - OCFB nominate a student to share main idea INTENSIVE - T clicks on "Continue in Google Form and share screen showing next Intensive Task - T tells students that now they are to read sentences from the dialogue and find the examples of Present Perfect Simple/Continous and type them in same Google Form - T does the first one on the screen with students - 2 MIN exercise - ICQ - "What are you looking for in the sentences?" (present perfect simple/continuos) - OCFB - nominate students to provide answers to each question

MFPA (12-12 minutes) • To clarify the meaning, form, pronunciation and (appropriacy) of the target language

- Share screen "MFP" Google Slide - Elicit responses to the "meaning" CCQ questions on the bottom of each slide and clarify some language notes about usage - Present the form and ensure that the question form is also covered - Then model pronunciation, ask Ss where the sentence stress is (meaning words) - Then choral drilling and some individual drilling - Point out that since we are using contracted forms (I've/I've been) that this will be classified as informal and is likely used in conversation and not written language - do this for each slide - Finish the last comparative slide and have student elicit meaning subleties of the two forms I've been watching....I've watched.....

Controlled Practice (8-8 minutes) • To practice the TL and allow students to differentiate present perfect simple vs continous

T shares screen with "Controlled Practice" Google Form. - T copies link to chatbox and confirms that they can see it - 3 MIN max individually - Then Ss work in pairs via private chat to check answers - OCFB

Freer Practice (8-8 minutes) • To provide students with freer practice of the TL; purpose is fluency (meaning/pronunciation)

- T copies TP4 Freer activity instructions into chatbox (Create 4-5 interview questions that will be used to interview new immigrant to Mexico using TL and role play) - Explains that students are to create these Qs and role play in Breakout Group using the TL - T monitiors and notes any points for discussion in DEC - OCFB - nominate a few groups act our their interview - DEC

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