Luis Ángel Luis Ángel

Upper-intermediate level


In this lesson, students will practice the present perfect simple and present simple progressive to comprehend the difference between them. They will be taught in the context of traveling, business and personal projects.


Main Aims

  • To provide practice of the present perfect simple and progressive to clarify the difference between the two tenses in the context of travel, bussiness and personal projects.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of perfect tenses


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T asks Ss if they have traveled to other countries, T asks about their expeciences there and encourages them to talk about it with the whole class. "Have you traveled to other countries? What did you like? What did you do?" When they finish discussing T asks another question "is there a place you have to visit often?"

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

T instructs ss to read a text about the experience of someone who often travels to China. While they read they will be answering open questions on a Google form. The questions are about the events of the text (does he live in china? What is his business about? Etc.)

Highlighting (1-2 minutes) • To draw students' attention to the target language

T asks ss to identify the two different tenses on the text. T elicits the name of the tenses from the students, there is no problem if they do not know, that will be explained later.

Clarification (10-13 minutes) • To clarify the meaning, form and pronunciation of the target language

T carries on MFP using guided discovery from marker sentences from the text: I've visited, I've known, I've been cycling, I've been coming. Meaning: Guided discovery handout (below reading) Presentation for different contexts where present perfect simple and progressive can be used Form: T elicits form from ss, then he elicits the form of questions by asking them to reformulate the sentences on the presentation, after that, T elicits the structure and writes it on the presentation. Pronunciation: T elicits pronunciation from the base and contracted fomr of the sentence. T drills on pronunciation of the sentence. CCQs: -Where is the stress?

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

T provides an activity where ss have to complete some sentences using present perfect simple or progressive. T monitors while they are answering. When they finish, T sends ss to breakout room to discuss why they chose their answers.

Free Practice (12-18 minutes) • To provide students with free practice of the target language

Students prepare questions to ask ss in different breakout rooms (ss will be rotating in BR to ask as many questions they can). T provides a list of adverbs to support their production of questions. DEC on language errors at the end.

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