Lesson Plan

Phases of
Learning
Activities Social
Form
Media/
materials
Aim of
activity
Time
(mins)
Warm Up T starts a short conversation by asking Ss how they are doing.
How are you today ?
Ss answer Ts question.
T. divided Ss into 3 groups.and asks Ss to play the spelling train. Each get
A4 paper with a word written in the middle. Ex: ginger
T. explains the rule : the first pair of students (from the first desk) will spell a
word beginning with the last letter (in this case ,r) and then will give the
paper in back.
Lets say she/he says rain, so the next pair of students will have to provide
a word beginning with n and so on.
A student from each group will read the words written on the paper.
-group A4 paper
-pens
-introduce
theme;
-to elicit
vocabulary
already
known
10 min
Introduction T asks Ss whether they enjoyed this game.
Then T. asks Ss : Have you ever played football? S answers. T asks S :
When did you start to play football?
S answers. T asks S : Are you playing football now ? S answers.
T. concludes: So, you have been playing football for six years. If the Ss
answer is negative T put another question : When did you begin to study
English? S answers. T asks S: Are you studying English now? S answers.
T. concludes : So, you have been studying English for five years.
T writes the sentence on the wb and underlines the tense in the sentence.
T introduces the topic : This is what we are going to do today : to talk
about an action, which began in the past and is still continuing or has just
finished , using Present Perfect Continuous.
T writes the title of the lesson : Present Perfect Continuous.

plenary
whiteboard
marker
-to assure a
proper
transition
and
continuity
between the
stages of the
lesson;
-to inform
Ss about the
topic of the
lesson;
-to guide Ss
to the
discovery of
the lesson
topic in
5 min
order to
capture
their
interest.
Extension of
theme
T gives Ss the first hand-out and asks Ss to read the text.
T checks if there are unknown words .
T. makes a sketch on the whiteboard (wb):

Affirmative S + have/ has + been + V-ing;
Interrogative : Have/ Has + S + been + V-ing ?
Negative : S + Have not (Havent)/ Has not (Hasnt) +Been +V-ing.
T asks Ss : How we form the ing form of the verb take?
Ss answer.
T explains : if the main verbs ends in consonants +e , we cut off the e and
add ing and writes on the whiteboard : take taking;
How we form the ing form of the verb drum ?
T explains : if the main verb ends with a single vowel + single consonant,
we usually double the consonant and add ing and writes on the wb : drum
drumming;

T conjugates the verb play using Present Perfect Tense Continuous in
affirmative, interrogative and negative and writes these forms on the wb.
I have been playing;
You have been playing;
He/ she/ it has been playing;
We have been playing;
You have been playing;
They have been playing.

Have I been playing?
Have you been playing?
Has he,she, it been playing?
-plenary whiteboard
marker
-to assure a
better
comprehens
ion of the
topic for the
students;
-to make a
short
introduction
of Present
Perfect
Continuous.
15 min
Have we been playing?
Have you been playing?
Have they been playing?

I have not been playing.
You have not been playing.
He, she, it has not been playing.
We have not been playing.
You have not been playing.
They have not been playing.
T makes a sketch on the wb : Use
I.For an activity or situation which started in the past and continued up till
the present;
TS
________________________X_________________
(He has been playing the guitar since he was 14).

II For an activity that began in the past and has very recently finished.
The result can be seen.
TS
_________________________X
(The cat has been drinking the milk).
T asks Ss to give examples of sentences and put them on the wb.
Practice T asks Ss to form pairs.
T asks Ss to look at the pictures from exercise 1 and write sentences in the
present perfect continuous in 3 minutes.
T asks some of the Ss to read their productions and corrects if is necessary.
T asks Ss to look at exercise A and B and make sentences in the Present
tense Continuous in 5 minutes.
T asks some of the Ss to read their sentences and corrects if is necessary.
group Hand-outs -to
consolidate
the use of
Present
Perfect
Continuous
10
minutes
Focus on
differences
T gives Ss worksheet with a sketch with the differences between Present
Perfect Tense and Present Perfect Continuous.
plenary Whiteboard
marker
-to
consolidate
10
minutes
between
Present Perfect
Tense and
Present Perfect
Continuous
T asks Ss to give examples of sentences and write them on the wb.

the use of
the Present
Perfect
Tense and
Present
Perfect
Continuous
Practice T asks Ss to look at exercise 2 and choose the correct form of the verbs in 3
minutes.
T asks some of the Ss to read and corrects if is necessary.
-group notebook -to drill 5
minutes
Assigning
homework
T asks Ss to look at exercise number A on the hand outs and tells Ss that it
is their homework for the next class.
-plenary -hand-outs -to
consolidate
and use the
acquired
grammar
structures
by working
at home
2
minutes