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TESOL Videos - Overview of All English Tenses - Present Tenses Overview - Present Perfect Continuous
We can see that this particular usage of the unfinished past can be used for both the present perfect and the present perfect continuous. Where we've got action verbs, we usually prefer to use the present perfect continuous. However, there are state verbs which don't usually go into the continuous form, such as 'know'. We would say 'I have known her for 10 years,' not 'I have been knowing her for 10 years.' So when we have these state verbs, such as 'know', 'be', 'seem' and 'appear', we would usually put these in the present perfect but with the action verbs, such as 'play', 'cook', 'work', we will use these in the present perfect continuous. Normally, we also use the present perfect continuous fairly frequently with words, such as just or recently to express a recently completed action with the present results, for example 'I am tired because I have been playing football.'
Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.
here are many different kinds of English as a Second Language (ESL) course books that are designed for students of all levels and ages. Therefore, the process of choosing the right course book for use in the classroom, especially at the college level, is a daunting task. In addition, what we choose for our classrooms often shapes the syllabi, and sometimes even the entire language program (Angell, DuBravac and Gonglewski, 2008; Byrnes, 1988). There are many reasons why English teachers choose to use ESL course books in the classroom. Sometimes it is based on our impressions and expectations of what teaching materials should look like. Other reasons might be that the course books are visually appealing, easy for the teacher to prepare, and the activities fits well into the timetable (Angell et al., 2008). However, all course books should be chosen based on its educational values and whether or not it meets the program objectives. Most importantly, students should learn something beyond just simple practices of ABC?s. According to Cheung and Wong (2002), the major premise of an academic curriculum should aim at developing students? intellectual abilities in subject areas that are most worthy of study. This means that the curriculum should provide intrinsically rewarding experiences for the students while developing their affective and cognitive domain. Schwartz (2006) mentioned t