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.
To provide accuracy speaking practice in a conversation in the context of perfect tenses
Procedure (35-51 minutes)
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?"
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.)
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.
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?
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.
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.