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Present Perfect simple vs Continuous- Success
Intermediate level


In this lesson students will understand the difference between present perfect simple and continuous through TTT. They will be provided with controlled and less controlled practice.Then they will have a chance to produce through a freer TL speaking practice.


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Main Aims

  • • To provide clarification, review and practice of present perfect simple and continuous in the context of abilities and success

Subsidiary Aims

  • • To provide fluency speaking practice in a conversation /interview in the context of abilities and success


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

T welcomes the ss before giving them the instructions. T asks students to watch the video and discuss what they saw in pairs. T gets individual and WC FB. No error correction at this point since T focuses on fluency.

Test #1 (6-8 minutes) • To gauge students' prior knowledge of the target language

T shows the HO and asks ss to fold it, and look at the first part. T asks ss to work individually, and to circle examples of the present perfect continuous and underline examples of the present perfect simple. T monitors during the activity then elicits the answers from the ss.

Teach- Guided discovery (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T instructs ss to unfold the HO that includes the following CCQs and instructs ss to answer them in pairs. T monitors before peer check. T distributes the AK. "a)Is Martina still playing tennis? Yes Was she playing tennis when she was 2 years old? No Has she been playing tennis for a long time? Yes b) Is she still taking ballet lessons? Yes Has she been taking ballet lessons for a long time? Yes c) Did I meet Max in the past? Yes Do I still know who Max is? Yes d) Am I still taking French lessons? Yes Have I started taking French lessons in the past? Yes Has it been a long time? Yes e) Did he enjoy playing sport before? Yes Does he still enjoy playing sport? Yes" T elicits dynamic vs state verbs by asking and acting out the following CCQs. "Which one is a dynamic verb walk or know? walk understand or run? run Which one is a state verb remember or go? remember" (T might elicit examples from the sentences) Then T asks ss to look at the third part of the HO and match the rules with the sentences. T elicits an example from the first exercise. T monitors closely. T gets WC FB after peer-check. Then T shows the first part of the second HO and asks ss to complete the sentences. T monitors and gives opportunity for peer correction. T shows the second part of the HO and ask ss to complete the rules for present perfect continuous and simple. T monitors and asks one of the ss to share his/her answers with others. T shows HO and instructs ss to complete the sentences. T monitors then asks ss to peer check. T gives the AK in the form of a listening track. Before playing the track T asks ss to think about how 'have' is pronounced. T asks ss whether it is strong or weak. T plays the sentences one by one, ss define whether have is strong or weak, WC repeat chorally and/or individually.

Test #2 (6-8 minutes) • Check students' use of the target language again and compare with the first test

T then gives the other gapfill HO and asks the ss to work individually. T monitors and posts the AK on the board.

Free practice (13-15 minutes) • To provide students with free practice of the target language

T shows the HO and asks students to work individually to make questions with the prompts. T monitors and gives the AK afterwards. T then demonstrates the activity with the questions. (T either uses T=A SS=B method or split personality teacher method) T instructs ss to mingle and interview at least 3 people in the classroom. T asks them to use the questions they made, and their own questions.T monitors and if time allows gives delayed FB.

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