Time 1 2 min 5-6 min

Stage and Aims Introduction Warmer - Set Context, Activate Schemata and Pre-Teach Relevant Vocabulary

Procedure Teacher introduces himself/herself and meets students Mind map: Teacher writes PHOBIA on the board and elicits the meaning of the word. Teacher asks How do you feel if you have a phobia? in order to elicit afraid or frightened . Teacher elicits various phobias (ex: cat phobia, spider phobia arachnophobia, claustrophobia etc. ) If necessary pictures can be used as prompts. Teacher asks the students if they have any of these phobias and makes students complete a matching exercise for the vocabulary just covered, adding a few names of phobias

Interaction T- SS

Material N/A

T-SS

W/B

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HD 1

2 min

6 minutes

Introduce topic and pre-reading brainstorm Help students project the content of the text through top-down strategies Reading activity Present the students with target language Part 1: Fill in the gap

Teacher elicits: Do you know of any famous people that have phobias? Can you give me any examples?

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W/B

Teacher introduces the reading and pairs students up. Teacher tells students they have 3 minutes to complete the gap fill using the words from the vocabulary just completed. Check : What will you do? How much time do you have? Will you work alone or in pairs? Teacher distributes handouts SS complete the task. Teacher checks answers with class asking students to read out the answers. Teachers asks students to read the text again and focus on number 1. Teachers writes question on board: When did she begin to be afraid of closed spaces? Elicit when she was 14 Is she afraid of it now? Elicit Yes

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HD 2 Reading

Part 2: Answer questions:

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6 minutes

Awareness raising of or rules, meaning, form, use

How long has she been afraid of closed spaces? She has been afraid of closed spaces since_______ She has been afraid of closed spaces for_________years Continue with another example. Teachers elicits the grammar: The form meaning and use of Present Perfect with for and since Grammar elicited and presented as follows using different coloured marker pens: She has been afraid of closed spaces since she was 14. She has been afraid of closed spaces for 26 years. Form: S + has/have + past participle + for/since Meaning/Use: Teacher elicits: Did these actions/states start in the past? Dd they continue now? Are they still true now? - Actions or states that were started in the past but are still true now (Teacher draws a timeline to explain this) What id the differnce between for and since ? - For = for + period of time e.g. 2 weeks, 4 years etc - Since = since + the beginning of a period of time e.g. since last June, since 1980, since I was a child. T SS W/B SS-T

HD 2 Reading

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8 minutes

Speaking Practice 1: Semi Controlled mingling activity Practice using the structure in context

Each student has one question e.g. Who has lived in Istanbul the longest? W/B Teacher models the question the student must ask all the other member of class i.e. How long have you lived in Istanbul? Teacher checks for instructions and distributes handouts. Students ask all other students in their class the question. T- SS HD 3 SS-T SS SS

Teacher walks round class and monitors the correct usage of grammar, only correcting misuse of present perfect with since and for to encourage fluency. Teacher asks students to report back their results. Speaking Practice 2: Semi Controlled Pair Work Practice using the structure in context ask and answer questions. Teacher pairs up students and presents the task. Students must work in pairs and ask each other questions. The question requires the students to form How long .? - teacher models a question. Teacher then elicits the past participles of the verbs in the questions to make sure students answer correctly. Teacher checks instructions and distributes handout. Students complete task. Teacher walks round class and monitors the correct usage of grammar, only correcting misuse of present perfect with since and for.

T - SS

8 minutes

T-SS

W/B

SS T HD 4

SS-SS

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10 minutes

Speaking and writing Practice 3: Free Activity. Graphic Organizer.

Teacher introduces activity and models a completed graphic organizer for a ridiculous false phobia her husband has. Teacher reads this out to class to the class with accompanying picture. Teacher asks students to work in pairs and write about a phobia that someone they know has or doesn t have. Teacher reiterates that this exercise does not need to be about a real phobia to encourage engagement with the activity. Teacher checks instructions and distributes handout. Students complete task. Teacher walks round class and monitors the correct usage of grammar, only correcting misuse of present perfect with since and for to encourage fluency. Students present their work to class.

T-SS W/B HD 5

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2 minutes

Wrap up raise awareness of what we have covered

Teacher elicits from students: What have we talked about today? What is the difference between for and since TOTAL TIME : 50 min.

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