Jessalyn Jessalyn

Advanced/Upper Intermediate level


In this lesson, students will learn about grammatical differences of how to use the present perfect simple and present perfect continuous. They will learn MFP, then have controlled and freer practice to use the language.


Abc Cunningham S. & Moor P. (2009). New cutting edge : upper intermediate : student's book

Main Aims

  • To provide practice of present perfect simple and present perfect continuous in the context of casual conservations

Subsidiary Aims

  • To provide practice with verbal fluency
  • To provide practice with gist reading dialogued written text


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T will begin lesson with 2 questions: - What are things you have studied? - What are things you have been been studying T will model response. T will elicit answers to the questions from students. (Hopefully this will help students begin to think about the difference between the tenses). *If there are many students, T will send Ss to breakout rooms for 2 minutes, then bring back for brief feedback.

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

T will present Ss a question to Ss asking them to give the main idea for a dialogue which they will read quickly for gist. T will give Ss 1 minute to read text T will ask Ss what the main idea of the text was and give them 3 answers to choose between. T will elicit answer, and ask class if they agree. T will then bold phrases and ask students to identify the function of these bolded phrases. T will then as the student to differentiate between the bolded phrases and the bolded and underlined phrases. (This will expose them to the different verb tenses.)

Controlled Practice (14-15 minutes) • To concept check and prepare students for more meaningful practice

T will show a series of pictures and ask the Ss if a sentence in the present perfect simple or the present simple continuous would best describe the picture. T will model the first example and give reasons for choice. T will elicit from students why one tense would be used over another and elicit the meaning which is conveyed. T will help students elicit form. T will model first, by identifying phrase structure. T will model pronunciation (stress and weak forms), elicit stress, and conduct choral and individual drilling for 4 sentences.

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

T will model a fill in the black activity which they will do in breakout rooms. (or as a class if there are very few students). T will instruct them to work for 4 minutes in breakout rooms. Someone should share the screen and they will do the fill in the blank activity as a group. T will ask if there are questions. T will send link to chatbox and give students 4 minutes in groups. T will bring everyone back for OCFB. T will elicit 2 answers, and then show the answer key and see if the students have any questions.

Free Practice (6-7 minutes) • To provide students with free practice of the target language

T will instruct students to talk in breakout rooms and discuss the prompts written on the slide. *Tell them to use the language discussed in class. T will model example. T will send link so students can view the prompts as they talk in breakout rooms. T will ask if there are questions. T will send students to breakout rooms. T will listen to each breakout room and monitor, listen for errors to review in DEC, and be available for questions. T will bring them back when there are 5 minutes left of class.

Feedback and DEC (4-5 minutes) • to provide students with feedback and correction

T will ask some Ss to share what who they or their peers shared during freer practice. T will share screen and show sentences with errors. T will elicit corrections from the students. T will ask Ss if they have any questions.

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