The independent-user threshold. Learners deal with most situations while traveling, produce connected text on familiar topics, and explain their opinions, plans and experiences.
Printable one-to-one lesson plan
Present perfect continuous
Connect an activity before now to its duration, repetition, current progress, or recent evidence, and contrast the activity viewpoint with present perfect simple results.
Use after the complete B1 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read ongoing activity, completed quantity, repeated attempt, recent evidence, duration question, and negative-pattern listening check · Next-day state meaning, time marker, and recently stopped activity retrieval
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Connect an activity before now to its duration, repetition, current progress, or recent evidence, and contrast the activity viewpoint with present perfect simple results.
What must become clear
Can-do: By the end, you can form positive, negative, and question patterns; connect an earlier activity to now; distinguish an activity that continues from one that has just stopped; report repeated attempts and recent evidence; choose for, since, all day, lately , or recently ; contrast present perfect continuous with present perfect simple, present continuous, and past continuous; handle common state and dynamic meanings; hear reduced U.S. forms; and give a clear status update.
High-value friction points
- She has been checking the list since noon.The perfect auxiliary is has, been creates the continuous bridge, and checking names the activity.
- I’ve been waiting since three o’clock.Since introduces a starting point. For would need a duration such as for thirty minutes.
- They’ve known Ava for six years.Use present perfect simple for the continuing state know: have known, not have been knowing.
Protect these lesson moments
- Three foundations from A2
- Discovery check: identify the speaker’s viewpoint
- Form check: build the complete chain
- Meaning check: choose the activity that explains now
- Contrast check: what does the update need to foreground?
Learner production
Continuing activity: The setup began at 1:00 and is still underway at 3:30. Explain what the team has been doing and for how long.
- Repeated attempt: Jordan called support at 3:00, 3:10, and 3:20, but no one has answered. Report the pattern and result.
- Recent evidence: Maintenance stopped one minute ago. The floor and mop are still wet. Explain the evidence without claiming the activity continues.
- Process and result: The team worked on chairs all morning and completed 60. Use one continuous sentence and one simple sentence.
Carry this language into the next session
Retrieve Present perfect continuous in one true sentence at the next lesson.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Which examples in “Three foundations from A2” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can form positive, negative, and question patterns; connect an earlier activity to now; distinguish an activity that continues from one that has just stopped; report repeated attempts and recent evidence; choose for, since, all day, lately , or recently ; contrast present perfect continuous with present perfect simple, present continuous, and past continuous; handle common state and dynamic meanings; hear reduced U.S. forms; and give a clear status update.
- What needs to change in this repair, and why: She has been checking the list since noon.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Retrieve Present perfect continuous in one true sentence at the next lesson.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from Three foundations from A2 and Discovery check: identify the speaker’s viewpoint for 12. Protect 9 minutes for Learner production, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Tutor-read ongoing activity, completed quantity, repeated attempt, recent evidence, duration question, and negative-pattern listening check · Next-day state meaning, time marker, and recently stopped activity retrieval, then repeat the communication task with a new situation or stricter success criteria.
55–65 minutes core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Open with the first practice route: Three foundations from A2 · Discovery check: identify the speaker’s viewpoint · Form check: build the complete chain.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: Can-do: By the end, you can form positive, negative, and question patterns; connect an earlier activity to now; distinguish an activity that continues from one that has just stopped; report repeated attempts and recent evidence; choose for, since, all day, lately , or recently ; contrast present perfect continuous with present perfect simple, present continuous, and past continuous; handle common state and dynamic meanings; hear reduced U.S. forms; and give a clear status update.
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: She has been checking the list since noon. The perfect auxiliary is has, been creates the continuous bridge, and checking names the activity.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three foundations from A2 · Discovery check: identify the speaker’s viewpoint · Form check: build the complete chain · Meaning check: choose the activity that explains now. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: Learner production: Continuing activity: The setup began at 1:00 and is still underway at 3:30. Explain what the team has been doing and for how long.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Present perfect continuous in one true sentence at the next lesson.
Tutor-only source
Listening scripts
Read these lines from the tutor plan while the learner lesson remains on screen. Each clip names the learner item it supports.
Tutor-read ongoing activity, completed quantity, repeated attempt, recent evidence, duration question, and negative-pattern listening check
- Clip 1
Read: I’ve been reviewing the list since TEN. I’m on the LAST page now.
Supports: What timeline does the reviewer report?
- Clip 2
Read: I’ve reviewed THIRTY applications, so those records are complete.
Supports: Which result matters in the second line?
- Clip 3
Read: I’ve been calling Leo every HOUR, but I still haven’t reached him.
Supports: What does the third line report?
- Clip 4
Read: The brushes are wet and there’s blue paint on my sleeve. I’ve been PAINTing the signs.
Supports: What explains the evidence in the fourth line?
- Clip 5
Read: How LONG have you been WAITing?
Supports: What information does the linked question request?
- Clip 6
Read: I HAVEN’T been sleeping WELL lately.
Supports: What does the last line mean?
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
B1 · Present perfect continuous
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
Can-do: By the end, you can form positive, negative, and question patterns; connect an earlier activity to now; distinguish an activity that continues from one that has just stopped; report repeated attempts and recent evidence; choose for, since, all day, lately , or recently ; contrast present perfect continuous with present perfect simple, present continuous, and past continuous; handle common state and dynamic meanings; hear reduced U.S. forms; and give a clear status update.
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Connect an activity before now to its duration, repetition, current progress, or recent evidence, and contrast the activity viewpoint with present perfect simple results.
Listen for: The learner uses the target language independently for a real purpose.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.