Display two contrasting images, such as: - A clean, completed project (e.g., a finished painting). - Someone in the middle of an activity (e.g., a person painting) Ask students: - What has been done in the first picture? - What has the person been doing in the second picture? Elicit Answers: Guide students to produce sentences using the present perfect simple (The painting has been finished) and continuous (The person has been painting). Write these on the board. Explain that the lesson will focus on understanding the differences between these two forms.

Show students two pictures. One showing a completed painting and the other showing a man painting it. Ask them a couple of questions about art and painting. Ask them to read the two sentences below the pictures and ask them to tell you whether the sentences have the same meaning or not. Show students some marker sentences from the reading text. I've been taking photos since I was 12. I've been using StopApp a lot. I've been recommending StopApp to my friends for a long time! Ask students to highlight the verbs in these sentences and to tell you whether these actions are done or not done yet.

While showing these same marker sentences, focus on the MFP: I've been taking photos since I was 12. I've been using StopApp a lot. I've been recommending StopApp to my friends for a long time! Meaning: Ask students some CCQ's to elicit the intended meaning: I've been taking photos since I was 12 1- Did the speaker start taking photos now or in the past? In the past 2- Is the speaker STILL using the app now? Yes, he/she is STILL using it. Form: Ask students some CCQ's to elicit the form of the present perfect continuous without naming it: I've been using StopApp a lot. 1- How many verbs do you see in the first sentence? Have, been and taking 2- Which verb is the main verb/has a meaning on its own and why did we add (ing) to it? Take. We added (ing) to show that it is happening now. 3- What are (Have and Been) and why did we use them? They are auxiliaries/helpers and we used them to show that something started in the past and still continuous until now Pronunciation: Model the pronunciation for the students, stressing the main verb in the sentence and de-stressing the helpers/auxiliaries. Ask students some CCQ's to elicit the right place/word where we should stress: I've been RECOMMENDING StopApp to my friends for a long time! 1- What word do I say a bit louder than the others and why? RECOMMENDING . Because it has/carries the meaning. 2- Where is the main focus of the sentence? On the action or the object (StopApp)? The action RECOMMENDING.

Tell students that they will complete a gap-fill exercise or sentence transformation task where they need to choose or complete sentences using the correct form of the present perfect continuous or present perfect simple. Provide any necessary vocabulary clarification (the meaning of words that may come up in the exercise) Model an example and do one together with the class to make sure they understand how to complete the exercise and ask some clarification questions. Give clear ICQ's and make sure EVERYBODY knows what to do. Give students time to complete the exercise independently Walk around the class to monitor their work, providing assistance when necessary but not interrupting their focus. Ask students to check in pairs and then go over the answers with the class (if time allows and elicit answers from different students to ensure everyone has understood) OR show the AK If time allows it, for each answer, ask follow-up questions to reinforce why the chosen form is correct like “Why did we use the present perfect continuous here? (Elicit: "Because the action started in the past and is still ongoing.") (Whole-class Feedback): If you notice common mistakes, write them on the board and ask students to correct them as a class without mentioning sources or names

Give each student a copy of the "Find Someone Who" sheet with the above questions (you can print or write them on the board). Explain the rules: they need to walk around and ask their classmates questions from the list. If a classmate answers with the present perfect continuous, they can write their name next to the question. Ask them to ask each other at least 2 follow up questions using the present perfect continuous. Model the activity with one student to show everyone how it's done, making sure these follow up questions are included. Encourage them to ask follow-up questions based on the answers to practice the present perfect continuous further. Monitoring: Walk around the room to monitor students’ use of the target language, offer assistance, and encourage engagement. Wrap-up: After 20 minutes, gather the class together. Ask a few students to share interesting answers or discoveries they made about their classmates in the form of feedback or reporting to the teacher.