Show the photo of Luke, the character in the reading text that the students read in the previous lesson. Ask, "Who's this?". After taking the answer, monitor the map that shows Adelaide and Coober Pedy where Luke has lived so far. Then, ask them, "Did he live in Adelaide?". The class scans the text for 1 minute to answer the question. Elicit the answer (Yes). Ask another question, "Where does he live now?"Elicit the answer (In Coober Pedy). "In a villa?" (No, in underground houses). Now, it's time to highlight the TL

Elicit the model sentences from the text on the WB "I lived in Adelaide for seven years before I moved to Coober Pedy" and "My family and I have lived in this house for five years".

Draw the timeline for the first sentence (past tense) and elicit the details of the timeline. Check the meaning asking,"Did he live in Adelaide? (Yes)", "For how long did he live there?(Seven years)", Does he live in Adelaide now? (No)". Then, elicit the timeline for the second sentence "My family and I have lived in this house for five years". Check the meaning by asking, "Does he still live in underground house? (Yes), "Is he going to live in that house? (May be)". Show the sentence components and general syntax of the TL (Subject+Aux.Verb+V3+Object/Place/Time) Then, read the model sentences with natural linking, stress and intonation. Use backchaining for drilling. The class repeats Do not over focus on pron.

The class completes the gap-fill exercise. Make peer check and WC check at the end. Clarify the meaning and form after monitoring them.

Elicit the components of the model sentences "Subject + Auxiliary Verb + Verb 3 +for/since". Highlight that for/since expressions come at the end or the beginning of the sentence. Model the pronunciation with natural linking, stress and intonation. Underline that, "for" is in weak form /fə/ and it would be unusual to stress it. You can tell them to put and 'f'before the following word as in; I've been married ften years.

Group the class in twos. Give them fifteen time expressions written separately in A4 paper such as 'a long time, I was ten, June, a week' etc. Stick the categories "for" and "since" in A4 paper on the wall beforehand. The groups try to stick the expressions in the right category "for" or "since". Give WC FB and clarify the language

The class works individually to fill in the gaps with the correct form of present perfect and with either for or since. Make them peer check at the end and WC check to focus on questions/mistakes.

The class individually writes the answers of three questions and shares with each other in a mingle activity

Write 3 mistaken sentences you have heard/seen from the practices and one correct sentence. Elicit the true sentences