The lead-in:- 1. T will show the students a picture of phobias 2. T will ask, what do you understand? - Are we all afraid of something? - What are you afraid of? - Do you know anyone who is suffering from a phobia? Explain. 3- ask them to work in pairs and discuss the questions 4. T asks ICQs How many questions are you answering? What are they? Will you work alone or with a friend? 5. Monitor 6. Take the feedback.

Reading for gist 1. T will set the context by showing them the pictures in the text. (check the PowerPoint) 2. T will ask, what do you think they are afraid of? 3. Ask them to read to find out 4. They have 1 min. 5. T asks ICQs Will you tell me their names or what they are afraid of? What they are afraid of How many minutes do we have? 1 min. 5. Sit a timer and let them read 6. Ask them to check in pairs 7. Take the feedback Reading for details 1. Ask them to read for the second time and answer the following questions: When did they begin to be afraid? Are they afraid of them till now? How long has Winona been afraid of water? How long have Rupert and Dennis been afraid? (present on the PowerPoint) 2. Set a timer and let them read 3. Ask them to check in pairs 4. Take the feedback

1. T will write the previous task's questions and answers on the board as the following: How long has she been afraid of water? She has been afraid of water since …………. How long have they been afraid of bees and flying? They have been afraid of bees and flying for ……………….. Years. 2. T will ask, what do you understand from these examples? 3. T will move to the explanation part

The meaning. 1. T will explain the tense meaning: ( We use this tense when we want to talk about unfinished actions or states or habits that started in the past and continue to the present.) 2. T will explain by highlighting the sentences and asking CCQs, is it true till now? yes, it is true Are they still afraid of these things now? yes, they are 3. T might provide or elicit more examples if needed. 4. T will elicit, and highlight the meaning and the usages of since and for as the following: (We use 'since' with a fixed time in the past (2004, April 23rd, last year). The fixed time can be another action, which is in the past simple (since I was at school. since I arrived). And we use 'for' with a period of time (two hours, three years, six months). 5. Use CCQs: Is 'for' for a specific time and period in the past or time in general? what about 'since'? The form: Before highlighting the form, T has to explain what is P.P 1. T will highlight the form as the following: The question form:- How long + verb to have+ sub. + P.P+ ………? The sentence form:- Sub.+ verb to have+ P.P +................... . The pronunciation: 1. T has to highlight contraction of ( he's, she's, it's, they've, we've, I've and you've) 2. highlight the sentences and the questions' pronunciation as the following: haʊ lɔŋ həz ʃi bɪn əˈfreɪd əv ˈwɔtər? ʃi həz bɪn əˈfreɪd əv ˈwɔtər sɪns ................. haʊ lɔŋ həv ðeɪ bɪn əˈfreɪd əv biz ənd ˈflaɪɪŋ? ðeɪ həv bɪn əˈfreɪd əv biz ənd ˈflaɪɪŋ fɔr ……………….. jɪrz. ---------------------------------------------------------------------------------------------------------------------- Notes for the teacher: 1- Ss might be a little confused between this tense and the past simple tense solution: if they mentioned that they are confused, highlight the meaning differences. 2- The examples above are not enough so, add more from real life and elicit

1. T will chest handout 4 2. Clarify that they are going to complete by making questions in a. Then write the answer in b. 2. Ask them to answer alone 3. T ask ICQs: How many parts are you going to answer? 2 Are you writing questions or sentences in part a? questions What about part B? the questions' answers 4. Give them the handout 5. Monitor 6. Ask them to check in pairs. 7. Take and provide a feedback

1. T will say "Fear is not only from things, It can be from people, situations and places." Agree or disagree. Explain. 2. Divide the class according to their number into pairs or groups 3. Present this on PowerPoint. 4. Monitor 5. Write down the Ss' mistakes 6. Take the content feedback 7. Provide the language feedback.