Ask students some warm-up questions: Where do you live? How long have you lived there? Where did you live before living there? How long did you live there? Write the the form of the present perfect and the past simple on the WB and clarify MFP quickly.

Review How long ...... ? and tell sts that we use it to ask about a period of time. We use questions with How long ..... ? and the past simple to to ask about something that started and finished in the past. We use questions with How long ................ ? and the present perfect to ask about something that started in the past and is still happening now: How long has he lived in his underground house? ( He lives there now). We can answer both past simple questions and present perfect questions with for , but we can't answer past simple questions with since. Use timeline. Students do the exercises in pairs then check answers. Check answers with the class.

Give sts a few moments to choose a man they know well. Students do the exercise on their own. Then, ask students to work in pairs and to check their answers. Play the recording R8.2 and ask students to listen and check their answers. Check answers with the class. Focus students on the example and point out that have in How long ............. ? questions is pronounced in its weak form / həv/and /həs/ Play the recording again and ask sts to repeat.( Drilling ) Sentence by sentence to make sure they pronounce them accurately.

Students work in pairs and take turns to ask and answer the questions in 8a about the man they know. Ask students to share interesting answers with the class. Give students a moment to to think of a woman they know well. Put students into different pairs. Students take turns to ask the questions about the woman their partner knows. Make sure they make the appropriate changes from he to she and his to her in their questions.

Put sts into two groups, group A and group B. Focus sts on the examples and elicit what verb forms the questions in each column are in. Put sts into pairs from the same groups. Sts work in pairs and make questions from the prompts. While sts are working, check their questions for accuracy and help with any problems. Put one student from group A with a student from group . Sts take turns to ask and answer their questions. Students should ask questions from all three columns if possible.