T wil write on the (left side of the) board: We have had standard time for......... Greenwich internet has existed since.......... Ask the students where do these sentences come from? (reading text from the previous lesson. Students will copmplete these two sentences (they can go back to the text) T elicits the difference between 'since' and 'for' T shows the student the timeline for since and for to be able to discover the difference. Concept questions: Can we use for with a period of time? Yes can we use since with a period of time? No Can we use since with a point in time? Yes Is the time with 'since' and 'for' finished? No Is the time with 'in' finished? Yes Can we use 'in" instead of since? No. Why? because 'in' means the event has finished, T elicits the position of using 'in' Ss work individually to do ex 1

In pairs, ask students to find another example of this structure in the reading text, as well as a negative and a question. (Add: "Negative" and "Question" to middle and right side of the board) (Feedback: ask early finishers to write their examples on the board, elicit more if neccessary)

Ask students to look at the sentence on the board. Elicit the answers about the meaning. Show the students the timeline of the present perfect on the board and elicit: Ask some CCQs: Quick concept qestions: Are they about past, present, or future? Past Do they exist till now? Yes When did the action start? in the past Did the action finish in the past? No T adds one sentence to the board In 1884 members from 27 countries met in Washington. The world has had a time zone system for 200 years. T elicits the difference between them and asks some CCQs: Which event started and finished in the past? the first one Which one started in the past and still existed? the second Students do a controlled practice individually and Pw checking. (feedback: answer key on the WB) If necessary T can show the students the timeline of simple past to be able to differnciate between the two tenses.

T elicits the form of the model sentence on the board: 'Where is the subject' 'What is this' Have 'What is this' V3 The teacher elicits 'question and negative' form of the same sentence Students are asked to do exercise 2 individually (fill in the blanks with since- for and present perfect tense) Pairwork checking and with the whole class

T highlights/ drills features of phonology: Contractions in positive and negative sentences (I have =I've) I have not= I have'nt Sentence stress

Error correction Ss have some sentences on the board and the work in pairs to find the mistakes Feedback on the WB The sentences: Tom has lived in Germany for he was a child. They have finished the book yesterday. She's worked here since three months.

T hands out papers, and give clear instructions to students to "find someone who" activity. give an example to clafify Feedback with the whole class