Present perfect simple or continuous by Sandra Bradwell

You will need a copy of the coursebooks Cutting Edge, Upper Int, unit 5
& International Express, Upper Int, unit 1

Preliminary Information

Time: 80 mins

Level: Upper Intermediate

Timetable Fit:

Main aims

Subsidiary aims

Lesson rationale:







The worksheet will provide a useful working document for future reference.

Assumed knowledge:

Anticipated problems and solutions:

Students will not be familiar with some vocabulary: to take on (staff), to start up (a service), it's worth, to switch off from (work), supportive but I hope it will not distract them from the task. Most of the vocabulary is clear or can be worked out from the context.



Class Profile:










Lesson Procedure

Stage, time & interaction
5 mins
1. Students take turns to define/ guess vocabulary items/expressions
To practise defining vocabulary module 5
To review vocabulary from previous lessons
vocab cues
7 mins
1. Pair students
2. Refer to flashcard on board and prompts. Students in pairs predict information - who, what/do, what/doing, marital status
3. Students in pairs brainstorm ideas (2/3 mins)
4. Students make suggestions
5. Hand out worksheet, ss read introduction a self-employed businesswoman ...started her own recruitment consultancy
To vary pairs
To focus students on task
To provide face for voice on tape later to help focus spatial learners
To activate schemata and develop prediction skills before listening
To provide opportunity for speaking and sharing ideas
To involve students
To share ideas
To provide information about f/c
To introduce some important vocabularybefore listening
colour f/ctimer
8 mins
1. Students read through task
2. 1 Listen and make notes
3. Compare with partner
4. 2 Listen again (if necessary)
5. Feedback OHP
To introduce task
To develop intensive listening skill, listening for specific details
To share knowledge, reduce anxiety
To help students complete task
To save time
To provide written model of notes
worksheet transparency
ohp (t copy)
Int Exp
UI 1.2
10 mins
1. Students read through task and predict what type of language fills the gaps
2. 3 Listen
3. 4 Listen beginning and complete gaps (stop cassette)
4. Compare partner
5. Feedback OHP
To introduce task
To activate grammatical knowledge of sentence structure
To give opportunity to listen and read
To notice pauses, unstressed, stressed words
To listen for and write verb forms
To share knowledge, reduce anxiety
To save time
To provide opportunity to check spellings, highlight contracted have/has
as above
15 mins
1. Discuss which 2 verb forms and difference?
2. Feedback
3. Complete grammar analysis, look for examples in interview NB D!! Think about timelines
4. Feedback OHP/board
To encourage students to think about verb forms and use: present perfect simple/ present perfect continuous
To share knowledge
To reinforce the differences of the two forms
To encourage students to be analytical and reflect on aspects to produce timelines
To provide clear record
worksheet transparency
ohp (t copy)
10 mins
whole group
1. Students in pairs predict which words stressed and discuss what happens to auxiliary have/has
2. 9 5 Listen beginning
3. Feedback on OHP/board
4. Drill sentences - back chain, slow to fast, all group, pairs, individuals
To encourage students to think about and apply knowledge of stressed/unstressed items
To compare listening with predictions
To mark word stress, weak forms and provide record
To emphasise rhythm
To provide opportunity for very controlled practice
To build confidence
To vary pace
ohp (t copy)
Int Exp
UI 1.2
5 mins
whole group
1. Put phonemic cues for beginning of Beatles song on OHP. Ss try to guess song
2. Listen
3. Feedback
To involve students
To provide memorable context for grammar/ pronunciation
Beatles song
phonemic cues
10 mins
1. Change pairs (match 2 halves of sentence)
2. In pairs, students walk around room, looking at pictures and decide which sentence a or b best describes each situation
To vary pairing of students
To provide drill of structures
To consolidate work done in class and provide link with student book
To provide visual context for spatial learners
To give students opportunity to speak, move around
pair cues
colour f/c
cues SB p58
sentence cues SB p58
10 mins
2 groups
1. Prepare interview role AAA/BBBNB think about tenses PAST SIMPLE
To help each other prepare role
To provide useful context for practice of structures orally
To check if students can distinguish use of structures
role card
10 mins
1. In pairs A/B students practise interview role play
2. Pair demonstrate for group, other students listen for verb forms (pps/ppc)
To give speaking practice
To give reason for practising role play
To encourage students to listen for forms
To have record on tape for analysis
role card
blank tape
Collect in/give out homework
Student book page 59 ex. 1, workbook page 33 ex. 6
Write about topics in interview roleplay
Remind students about 2 minute talk about achievement

Pairing activity cues - vocabulary collocation
Colour flashcard Andrea Fraser - enlarged and backed on card
Colour flashcards - enlarged and backed on card from Cutting Edge Upper Intermediate Student book page 58
Sentence cues with stress and weak forms highlighted from Cutting Edge Upper Intermediate Student book page 58 - backed on card

Worksheet for listening, grammar analysis and focus on pronunciation
Transparencies of worksheet (Teacher copy)
Transparency - phonemic cues to predict Beatles song
Worksheet of role play: Candidate / Interviewer

Beatles: A Hard Day's Night
International Express Upper Intermediate cassette 1
blank cassette



Lesson materials


Listen to an extract from an interview with Andrea Fraser, a self-employed businesswoman who started her own recruitment consultancy two years ago.

Make a note of what she says about:

A client companies:

B new staff:

C new offices:

D a web-based recruitment service:

E being her own boss:

F her husband:

Read through the interview - what language is missing from the gaps ( _____ )?
Listen and notice the pauses and stressed words.
Listen again and complete the gaps in the script.

I - interviewer, A - Andrea

I: Andrea, you have your own company. How successful _______ _______ ________ ?

A: Well, I' ___ ______ ________ my own business for just over two years now, and er and in that time we' ______ ____________ about a hundred and twenty client companies, which is one a week on average. So, I would say pretty successful. I mean, er well, the business ______ _______ successful right from day one, but for the last six months it' ___ _________ _____________ really fast ……. I' _____ __________ on three new staff members, and recently I'____ _______ ________________ for new offices - there just isn't enough space here any more ….. And er we, we'______ also just __________________ up a new web-based recruitment service, which is doing really well, it's very popular …..

I: So it's definitely worth making the move to working for yourself?

A: Well yes, yes for me, because I'____ always _____________ to be my own boss. And, and it's great, you know, you have the freedom and the independence to do what you want you, you make all the decisions… but erm well, it is, it is incredibly hard work. You know, it's very hard to ever switch off completely erm - I mean, I I really do work twelve hours a day, six, well seven days a week. There's very little free time and everything else just has to fit in around work, really. Um…

I: You have an understanding husband, though?

A: Oh yes. I'm very lucky that he's extremely supportive, yes, yes. It does help.

Which two verb forms are in the gaps?
Why are two different forms used? The expressions in bold may help you.


The two verb forms in the gaps are:

FORM to _________ + _____________

A complete / instant actions _________now ........ number of things achieved _________now ........B with state verbs (be, like, know, hear ) _________now ........

** see state verbs student bk page 147 A3


FORM to ________ + ________ + ______________
USES C focuses on duration of activity over period of time e.g. for just over 2 years (possibly unfinished activity) _________now ........D repetition of activity over period of time _________now ........

· Both forms talk about something BEFORE the present and which affects the PRESENT NOW.

· Some of the most common verbs used in the present perfect simple form:
(Longman Grammar of Spoken and Written English page 464)

have +

· These forms are usually found in:

Biographical details
News Items


· Which words are stressed?

Well, I've been running my own business

I've been looking for new offices

It's been growing really fast

We've attracted about a hundred and twenty...

The business has been successful

We've also just started up a ...

· What happens to have / have been / has been ?

Cutting Edge Upper Intermediate Module 5 Language Focus 2


Prompts cut up on card from students' book page 58

1a He's stood on one leg for thirty-six hours.

1b He's been standing on one leg for thirty-six hours.

2a They've been learning about nuclear physics.

2b They've learned about nuclear physics.

3a She's won an Olympic medal.

3b She's been winning an Olympic medal.

4a They've painted their ceiling.

4b They've been painting their ceiling.

5a She's made over twenty phone calls.

5b She's been making over twenty phone calls.

6a He's owned the restaurant for fifty years.

6b He's been owning the restaurant for fifty years.


FIND SOMEONE WHO..... Name (s)
1. ... has studied / has been studying English for less than six years.  
2. ... has studied / has been studying another language. Which?  
3. ... has always lived / has always been living in the same city.  
4. ... has worked / has been working with computers in the last five years.  
5. ... has had / has been having more than two different jobs.  
6. ... has worked / has been working on a new project recently. What?  


You are going to be interviewed for a very good job. Decide on the details of your life
and make brief notes for the ideas below.Do not write complete sentences.

Your studies - what? why? how long / studying?

Your present job - how long? what / do? recent projects? do / anything special?

Languages - which / studied? how long? why? Family
married? how long? what does he/she do?

Interest in new job - why? what / looking for?

Hobbies - what? how long?


You are going to interview a person for the job you have vacant. Prepare a few questions to ask using the ideas below.

His/Her studies - what? why? how long / studying?

His/Her present job - how long? what / do? recent projects? do / anything special?

Languages - which / studied? how long? why?

Family - married? how long? what does he/she do?

Interest in new job - why? what / looking for?

Hobbies - what? how long?

To the original lesson plan

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