zain zain

Present Perfect Continuous
B1 level

Materials

Abc Gap fill HO
Abc PPT
Abc comic

Main Aims

  • To provide clarification and practice in the context of answering questions about oneself using the Present Perfect Continuous

Subsidiary Aims

  • To provide product writing practice of a sentences in the context of family

Procedure

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

T shows comic that uses TL to create interest in the topic and ask: Do you think the man waited a long time? and say why. Check in pairs.

Exposure (8-10 minutes) • To provide context for the target language through a situation

T: shows Nick picture asking the ss the following Qs: a)Who is this man? b)Where is from? c)Does he work ? d) If yes where? e) Has he always been working? Ss work in pairs try to figure out the person and answer the qs together. Class feedback

Highlighting (2-4 minutes) • To draw students' attention to the target language the Present Perfect Continuous

T writes the model sentences of the TL and indicates that the information is found on the ITI website : Nick has been living in Istanbul for 6 years. He has been working at ITI for 6 years. T asks ss the following CCQs: a)Is he a teacher now? b)When did he start this job? c)Was he a teacher all that time? d)Will he stop teaching now? SS work in pairs and ponder on the questions. Class feedback

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T asks ss to do the following quick activity : Ask your partner these questions; work in pairs. After modelling with a volunteer. a)Are you studying English at ITI now? b)When did you start studying English here ? c)Were studying English all that time? d)Will you stop studying English now? Which happen to be the CCQS applied on oneself. T monitors. SS follow the model to answer the questions. T proceeds to write form by eliciting ss ; teacher models pronounciation and ss repeat highlight of weak forms by T. Ss repeat chorally

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice

T instructs Ss to solve practice 1 on 67 ; ss work individually and pair check answers; whole class is asked to answer on WB and justify the why? Second phase before another practice is T asks this : Nick has been working at ITI for few 5 years now. When did he start working at ITI? ss should answer 2011 then T asks : So he has been working …………2011 to elicit the word since; Ss work in pairs before giving answers. T asks ss to solve practice 2 individually then pair check before whole class feedback with justification

Second Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T elicits meaning of the state verbs : do you know what as state verb is ? SS work in pairs after when minute few answers. T asks the SS to turn page over and read about State verbs. T moves around to guide and clarifies. T instructs ss to solve practice 3 solo and check in pairs. Whole class feedback with justification

semi controlled activity (4-5 minutes) • To concept check further and prepare students for free practice

T instructs to solve practice 4 solo ; pair check answers and whole class feedback with justification

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T instructs to do practice 5 solo; T monitors and then asks ss to read each others' product

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