- T welcomes the class and briefly introduces the topic (1 min) - T gives instructions and demos the task (1 min): We will start with a very quick activity, just 2 mins in pairs, where you will ask your partner 3 questions starting with “Have you ever… ?”. For example: Kevin, have you ever been to Colombia? - Learners work in pairs in breakout rooms (2 mins). - T monitors and makes sure all learners are in a room. - T conducts OCFB (1 min)

- T gives instructions and demos the task (1 min): Now we will continue with a very short dialogue. You have to read it and answer some True or False questions. You will have 2 mins to work on this individually. REMEMBER that you can view your score and see your answers after you submit. You will need that for the next task. - T shares link to the task. - Learners work individually in Google Forms (2 mins). - Learners work in pairs in breakout rooms and compare their answers (2 mins). - T conducts OCFB and shows answers in Google Forms (1 min)

- T gives instructions and demos the task (1 min): Now let’s look at two sentences from the dialogue that we just read. In this task you will have to match the sentences (left) to their meaning (right). (DEMO on next slide) NOTE that there is one definition that applies to both. You can take a screenshot because you will not longer see the screen when you go into the breakout rooms. Ready? You will work in trios for 2 mins. - T shares link to the task. - Learners work in trios in breakout rooms (2 mins). - T conducts OCFB, elicits answers from learners and shows the Jamboard for everyone to see (1 min) - T uses CCQs to check understanding of meaning (1 min): In which sentence the action continues up to now and the focus is on the activity, He's travelled loads or She's been travelling so much recently? She's been travelling so much recently. In which sentence the action is completed and the focus is on the result which is relevant to the present, He's travelled loads or She's been travelling so much recently? He's travelled loads. In which sentence there is a link between the past and the present, He's travelled loads or She's been travelling so much recently? Both. - T shows new slide and elicits form analysis from students (1 min): Now let’s look at the FORM of these sentences. Do you know what these tenses are called? Yes, present perfect simple and present perfect continuous. What does the ‘s stand for? Is it ‘is’ or ‘has’? Has. What is this verb called in this case? Auxiliary verb. How about ‘travelled’? Past participle of travel, our main verb. And “been”? Past participle of ‘be’. Is this our main verb? No. What is it? Auxiliary verb. How about ‘travelling’? Ing form of travel, our main verb. Okay, so what can we say the rule is? have/has + past participle have/has + been + verb+ing - T shows new slide and moves on to pronunciation. - T models the pronunciation of the two sentences and conducts individual drilling to elicit stress, linking and reduction of sounds (2 mins): Now let’s practise some PRONUNCIATION. What sound do you hear when I pronounce the ‘s? Z, like in zoo. How about ‘been’? Do you hear it long or short? Short. And do you hear it separately or kind of together? Together. - T clarifies that in compound tenses the auxiliary verbs are not stressed, only the main verb. - T conducts individual and choral drilling to confirm correct pronunciation.

- T gives instructions and demos the task (1 min): Now let’s practise the use of the tenses a bit more. This time you’ll have to read the sentences and choose the correct tense. (DEMO here) You will work individually for 2 minutes. REMEMBER that you can view your score and see your answers after you submit. You will need that for the next task. - T shares link to the task. - Learners work individually in Google Forms (2 mins). - Learners compare answers in pairs (2 mins). - T conducts OCFB asking them if there were any differences (1 min).

- T gives instructions and demos the task (1 min): And we’ve come to the most interesting part! Do you remember why Amy wanted to speak with Daisy’s mum? She wanted to interview her. In this activity you will have to help Amy and write a script for her interview. Take a look at the dialogue again and use the information to come up with 5 questions using the present perfect simple and the present perfect continuous. - T shows the text and demos the task: For example: How many countries have you visited? How long have you been writing your blog for? You can take a screenshot because you will not longer see the screen when you go into the breakout rooms. Ready? You will work in pairs for 6 mins. - T nominates different learners and asks ICQs: Do you have to copy questions from the text or come up with your own questions? Come up with our own questions. Which tenses do you have to use? Present perfect simple and present perfect continuous. How many questions do you have to make? Five. - Learners work in pairs in breakout rooms to make questions (6 mins). - T monitors each pair and makes note of common errors for DEC. - Learners may switch pairs if they finish earlier. - T conducts OCFB and asks learners to share some of their questions (2 mins).

- During the freer practice, T writes some samples of learners’ production on the slide. - T nominates different learners to identify and correct errors (1 min). - T writes the correct versions and elicits explanation from the learners (1 min). - T closes the class.