D NOTICE THE GRAMMAR PRONUNCIATION

Suggested 5 Your actual Option: BOOSTER (Teaching notes p. T142)

teaching time: minutes teaching time:
Pronunciation Pair Work
●
Have students find an example of the present perfect
continuous in the Spotlight on page 15. Ask Does it NOW YOU CAN Describe how you’ve been enjoying the arts
describe an action that has finished? Write the question
on the board and elicit the answer. (No, it continues to
the future.) A NOTEPADDING
Suggested 5 Your actual
Extra Grammar Exercises teaching time: minutes teaching time:

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Tell students they are going to talk about their recent
E UNDERSTAND THE GRAMMAR experiences with the arts.
Suggested 5 Your actual
teaching time: minutes teaching time:
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Call on two volunteers to read the example sentences.
Ask What form is used in the first sentence in each section?
●
Model the exercise with item 1. Write on the board: (present perfect continuous)
He’s played with their band for almost ten years. ●
Encourage students to use words in their notes like lately,
Ask a volunteer to rewrite the statement in the present
recently, and these days from the grammar chart.
perfect continuous. Ask Is the sentence correct? (yes) Does
changing the tense change the meaning? (no) Tell students
●
Write a list of expressions from the lessons so far for
to check the box. students to refer to and use. For example:
●
Have students check the boxes of the sentences in which it’s not my thing
the present perfect continuous can be used. You can hint it’s right up my alley
to students that if they see words like already, yet, before, I’m hard to please
or ever (as outlined in the side note in the grammar chart),
the sentence cannot be written in the present perfect it’s nothing to write home about
continuous. helps me unwind
●
After students check the items, have them compare gets me moving
answers with a partner. Circulate to answer any ●
Check in as students notepad and offer feedback and tips
questions. Then have students rewrite on a piece of paper as necessary.
the sentences that can be changed.
B DISCUSSION ACTIVATOR
F GRAMMAR PRACTICE Suggested 10 Your actual
Suggested 5 Your actual teaching time: minutes teaching time:
teaching time: minutes teaching time:
Discussion Activator Video
●
Before students begin, have them scan the exercise items
for the following words that you write on the board:
●
Divide the class into pairs and have students use their
already, yet, before, and ever. Ask What do these words ideas from Exercise A, Notepadding, to talk about how
indicate? (that the question will be in the present perfect they’ve been enjoying the arts. Encourage the pairs to ask
describing a finished action) each other questions and provide details and examples.
The goal is to say as much as they can.
●
Tell students to look at the context carefully to decide
which form is necessary.
●
For more support, play the Discussion Activator Video
before students do this activity themselves. Ask if the
●
Ask students to compare answers with a partner. Circulate students in the video spoke in detail, saying as much
and assist as needed. as they could. Note: You can print the script or you can
●
Bring the class together and go over the answers. If view it on the video player on the ActiveTeach. It is
necessary, clarify that items 1 and 6 describe a recent recommended that students watch the video first without
continuous action that has just ended. viewing the script.
Option: [+5 minutes] In pairs, have students practice
reading the dialogues to each other.
Challenge: [+5 minutes] Tell students to focus on items
1, 3, 4, and 6. Ask Does the action continue into the future
in any of the items? (1. No, because speaker B is done with
the tablet. 3. Yes, speaker B may continue checking. 4. Yes,
she’s heading home now, but she may work late again in
the future. 6. No, they’re moving now.)

T17 UNIT 2 LESSON 1