I will set the context of the lesson with a very short beginning and will ask "Have you ever had a pet?" to connect it to the previous lesson. I will try to get answers from the students. If there are only few positive answers I will ask another question, "Which pet would you like to have?" and will get some ideas from the students.

a)For this stage, I will give the students a hand-out I prepared. I will write 4 sentences (2 Past Simple and 2 Present Perfect Simple) on a worksheet. I will instruct them as "Now you are going to check the sentences alone and try to find what tense they are. You have 2 minutes." b)To make sure that they understand what they will do, I will ask ICQs such as "What are you going to do?, Are you working alone or in pairs? How many minutes do you have?" Once they finish the activity, I will let them check their answers in pairs and then I will get a WCFB at this point. c)After the FB, if there are any concerns from the students I will explain them the meaning of both tenses and will try to clarify things. I will then try to elicit the form of Present Perfect Simple and Past Simple by asking them "So how do we use these two tenses?" To help them, and understand what we are doing, I will write "Subject" on the board and will put a "+" after it for modelling. Then they will drill it chorally and individually to see the pronunciation especially for contractions in spoken language.

a)I will tell them to unfold the handouts on which there are 5 questions for gap filling. I will give them instruction that they will fill these blanks with either Present Perfect Simple or Past Simple. I will give 3 minutes for this and they are going to do it in pairs. I will ask before they start the activity. "So what are you doing?, Are you doing alone or in pairs?" and so on. b)Once they finish the activity I will give them an answer key to check their answers.

a)After testing their understanding I will give another handout to make them see how Present Perfect Simple is used for a specific experience in the past, and for an event started in the past and can still be ongoing. On the handout they will have two sentences and two timelines showing the uses of Present Perfect Simple and they will match the sentences with the timelines. I will again ask them ICQs to check if everything is clear with my instructions. b)After they finish the task, they will check their answers in pairs and then I will get a WCFB. According to feedback, if I get some wrong answers, I will draw the timelines on the board and will try to explain them again.

a)I will remind them the first activity and the last activity in which they saw "for" and "since". Here I will write them in two columns on the board and will give them some cards on which there will be time expressions to use with either "for" or "since". I will ask ICQs such as "Where are you doing this activity?", "What are you going to do?" and so on. b)After they post all the cards on the board I will check how they did and if they do well I will give them an activity to fill the blanks with for and since. If they do not, I will try to explain where and why we use "for" and "since" and then will hand them the activity by giving the proper instructions.

a)Having learned Present Perfect Simple and the use of "for" and "since", the students will have the chance to practice them at this stage. I will set the stage with a question, "How long have I known you?". If I can elicit the answer, I will give them the task, if I cannot, I will show them how we ask questions for ongoing actions in Present Perfect Simple. b)The task is that, they will mingle and will try to ask questions and get answers beginning with "How long have you been...?". I will prepare some cards for it, and will give them before the action starts. c)Good monitoring is quite crucial for this activity to make sure that they understood the topic and can use it efficiently.