Ekaterina Zimakova Ekaterina Zimakova

Upper-Intermediate level


This is Gramar lesson and Ss will be introduced to the difference between Present Perfect continuous and Present Perfect simple through different activities in the context of relationship


Main Aims

  • To provide clarification of Present Perfect continues and Present Perfect simple in the context of relationship

Subsidiary Aims

  • To provide fluency speaking practice in a conversation and speaking in the context of exchanging news and personal events


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

Show recent news headlines to the Ss, using Present Perfect continues and Present Perfect simple make an introduction to the use of both tenses and asking if Ss have done anything particularly interesting this week. Put Ss in pairs to discuss their or world news for up tp 2 min. Report back to class.

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

Will set a task to Ss to read a conversation on the topic of relationship briefly to provide a title. Ss work individually and then exchange ideas in pairs. After 4 min. T give OCFB.

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

T provide an intensive reading task for Ss to get marker sentences of the TL. Ss work in Google.forms, focuing on tenses, then check their answers and T provide OCFB. I will ask Ss to highlight the sentenses in the slides all together to proceed smoothly to the next stage. T also explains that both froms link the past and present and ask Ss how they think these tenses are linked to the present.

Clarification (12-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Cover aspects of MFP of TL in Google.forms and a Jamboard. Cover Meaning in S-centred activity, putting Ss in pairs. Cover Form in Google.forms in S-centred activity, putting Ss in pairs. Ss work in a Jamboard to cover Proninciation, T monitor and asks CCQs. Drill chorally and individually. T recap TL in the slides, focusing on the use of irregular verbs (past participes) and stative verbs, which are not used in continues.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

T sets a game 'Find who has done'. Ss work in pairs asking partners 'Have they done/been doing recently', according to the situations. Ss report back about their partners and T gives OCFB.

Freer Practice (8-9 minutes) • To provide students with free practice of the target language

Will give Ss the TL in form of prompts to react to the situations, eg - reply, reconstructing the dialogs. Ss work in pairs and report back to the class. Timing up to 3 min. After that Ss will work in pairs again to describe situations, using pictures presented and TL in a Jambord. Timing up to 6 min. During the FP T listen and make notes, then gives DEC on TL.

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