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.

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.

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.

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

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.