Connect to previous lessons. Elicit some points from Ehab's lesson on present perfect and the reading text from Besra's "The Workplace -> chat." -See what Students remember from previous lessons.

Have students look at the previous reading exercise (hold up page) and ask "When did Marco and Lauren start working at CSP?" [2008 and 3 months ago] w/c answer Project sentences from text highlighting "since" and "for." Ask "Do they work there now?" and elicit answer - Yes to check understanding of TL

Meaning: Pass out HO1 and ask students to work in pairs to fill in the blank. 1-2 min. Project explanations for "since" and "for" with blanks filled. Elicit examples of periods of time vs when something started first and then give other examples(on projector). 1. You can use __________to say when something started."[since] (Monday, last month, 2008) 2. You can use __________ with a period of time." [for](a week, 3 months, 5 years) Draw timeline on board. *If time have students vote which is for "since" and which is for "for" Check understanding by writing on the board "She's been at CSP...." with a list of options (Monday, 5 years, an hour, 1st of May, October, 5 Minutes, 2 weeks, 14:00, 2001) and have students come to the board and write for or since beside the options. *We use the present perfect with the words for and since to talk about actions or situations that started in the past and still continue or are still true now.* *Note this can be used as a negative as well ex I haven't lived with my parents for 11 years.* Form: Subject + have/has + past participle + for +a period of time Ex. I+ have + been (with the sales team at CSP) + for + three months I + have + lived (in Istanbul) + for + a year Subject + have/has + past participle + since +a point in time Ex. I + have + worked here + since 2008 I + have + lived (in Istanbul) + since + 2017 Pronunciation: Mark the weak "for" with phonemic script /fər/ on board. Mark connected speech between for and next word on board. Drill the sentence specifically focusing on TL and weak form. Use backchaining if students do not get it right away.

Hold handout up and instruct students to read the sentences and add for or since in the appropriate spot. Do sentence 1 together. Use projector for example Pass out handout 2 based on ex.1 a from students book page 133. Students work with partner 2-3 min Monitor and answer questions as necessary Project answer key

Pass out folded HO 3. Instruct Students to leave the page folded. Hold up HO3 and explain page/give instructions. -Focus on the facts about Suzy's life NOW. ex. She lives in Oxford, she works at the travel agent's, etc. -Explain that the signs along her 'river of life' show when these things began -Have Ss work with a partner (3-4 min) to complete the sentences spoken by Suzy. Explain they should refer back to the dates on the river and assume 'now' to be today's date. If time- check with group. Project Answer key

Instruct students to unfold paper and create their own river of life just like Suzy's. First write in details about life NOW and then fill in the signs with when these things began. Individual work.(4-5 min) Advise students they may use other milestones to fit their lives ex. I have a cat -> I've had my cat for 7 years. etc. Then work in pairs and tell each other about your lives Now and ask your partner questions to find out how long this has been true. ex. Student A "I live in Istanbul" Student B "How long have you lived in İstanbul?" A "I have lived here for 15 years." Have students tell the class a fact or two about their partner. *Write good and bad language on the board that you've noticed while monitoring and class correct. *If time, re-pair students