Project activity update
Listen for the ongoing activity, its duration or start, present evidence and next action.
TF30 · B1 Grammar · 30 min
Present Perfect Continuous for Duration
Show how long an activity has been continuing, connect it to visible progress or a recent effect and agree on the next action.
Why this lesson matters · เหตุผลที่เรียนบทนี้
For learners: Explain an ongoing or recent activity with duration and visible evidence, then agree on one next action.
For teachers: The route begins with process and evidence meaning, builds have/has been + verb-ing, contrasts state, result and past choices, then transfers the form into an independent six-activity progress update.
สำหรับผู้เรียน: อธิบายกิจกรรมที่ดำเนินอยู่หรือเพิ่งเกิดขึ้น พร้อมระยะเวลาและหลักฐานที่เห็นได้ แล้วตกลงสิ่งที่จะทำต่อ
สำหรับครู: ลำดับเริ่มจากความหมายของกระบวนการและหลักฐาน สร้าง have/has been + กริยา-ing เปรียบเทียบกับสภาวะ ผลลัพธ์ และอดีตที่จบแล้ว ก่อนนำไปใช้รายงานความคืบหน้าหกกิจกรรมอย่างอิสระ
Your Goal
Describe six ongoing or recently active processes with have/has been + verb-ing, give duration or starting-point support, explain visible evidence and agree on one next action.
คำอธิบายภาษาไทย
ใช้ have/has been + กริยา-ing เพื่อเน้นกิจกรรมหรือกระบวนการที่เริ่มก่อนหน้านี้และยังดำเนินอยู่ หรือเพิ่งหยุดแต่มีผลให้เห็นตอนนี้ จากนั้นบอกระยะเวลา หลักฐาน และสิ่งที่จะทำต่อ
Why this lesson matters
The continuous form makes the activity or process visible. It helps a listener understand what has occupied time, what evidence exists now and what should happen next.
ภาษาไทย: รูป Continuous ช่วยเน้นว่ากิจกรรมใดดำเนินมาอย่างต่อเนื่อง เห็นผลหรือหลักฐานอะไรในปัจจุบัน และควรทำขั้นตอนใดต่อไป
PROGRESS FOCUS What improves today?
MEAN · MeaningDistinguish an ongoing process from a state, completed result or finished past activity.
FORM · FormControl have/has + been + verb-ing with useful duration support.
USE · Real useGive a concise activity-progress update, answer questions and agree on a next action.
Your 30-minute route
1 · 4 minSee process and evidence
2 · 4 minBuild the continuous form
3 · 5 minChoose, justify and repair
4 · 5 minMap activity and next action
5 · 5 minListen, question and update
6 · 7 minReport, score and retry
Teacher Lesson Plan
Begin with the activity and its evidence, not the form label. Ask “What has been happening, for how long and what can we see now?” Then choose the continuous, simple or past form from that meaning.
| Stage | Teacher move | Evidence to collect |
|---|---|---|
| 1 · Meaning | Separate ongoing activity, recent effect, state and completed result. | Six meaning decisions |
| 2 · Form | Build statements and how-long questions with been + verb-ing. | Six accurate forms |
| 3 · Decide | Require a meaning reason before each simple/continuous repair. | Six choices + three repairs |
| 4 · Plan | Organise six activities by duration, evidence and next action. | One activity-progress map |
| 5 · Check | Use two accents as input, then elicit how-long and evidence questions. | Two listening maps + first update |
| 6 · Perform | Score the first update, target one weakness and allow a focused retry. | Independent six-activity report |
Stage 1 · See process and present evidence
Start with meaning: the activity began before now and is still happening, repeated up to now or has left a visible recent effect.
STUDENT TASK
ACTIVITYAn action or process started before now.
CONNECTION TO NOWIt continues, repeats or has produced visible recent evidence.
USEFUL UPDATEDuration + evidence + next action make the report useful.
- Read six activity situations: build a prototype, practise English, prepare a report, exercise, solve a customer problem and organise a move.
- Decide whether each activity is still happening, repeated up to now or recently stopped with visible evidence.
- Name the evidence the listener can see or hear now.
- Say two complete activity-progress updates.
Meaning contrast: “We have been testing the prototype all morning” focuses on the process. “We have tested three versions” focuses on the completed result or count.
Finish evidenceSix meaning decisions, six evidence clues and two clear activity-progress updates.
Teacher Help · Stage 1
Ask “What has been happening?” and “What evidence is visible now?” Keep completed counts for Present Perfect Simple and finished past-time activities for Past Simple. The continuous should foreground the activity or process.
Stage 2 · Build the continuous form
Control have/has + been + verb-ing in statements, negatives and how-long questions.
STUDENT TASK
| Purpose | Form | Example |
|---|---|---|
| Affirmative process | subject + have/has + been + verb-ing | We have been testing the prototype. |
| Duration support | … + for + duration / since + start | She has been practising for six weeks. |
| Negative activity | subject + have/has not + been + verb-ing | I have not been sleeping well lately. |
| Duration question | How long + have/has + subject + been + verb-ing? | How long have they been preparing? |
The form rule
Use have/has + been + verb-ing. Keep every part: auxiliary have/has, participle been and the -ing activity verb.
Use for, since, recently or lately only when it supports the intended timeline.
- Build four affirmative activity statements from the six situations.
- Build one negative and one how-long question.
- Underline have/has and been.
- Circle each -ing activity verb and its duration support.
Finish evidenceSix controlled forms: four statements, one negative and one question.
Teacher Help · Stage 2
Correct in layers: have/has, been, then verb-ing. Keep spelling support visible for working, writing, making, running, planning and improving. Do not let learners omit been.
Stage 3 · Choose, justify and repair
Choose the continuous for process, the simple form for a state or completed result and Past Simple for finished past time.
STUDENT TASK
| Situation | Your choice | Reason to say |
|---|---|---|
| The team is still testing; parts cover the table. | continuous / simple / past | ongoing process + evidence? |
| They completed three tests. | continuous / simple / past | completed count? |
| I know the supplier well. | continuous / simple / past | common state? |
| She practised yesterday from two to four. | continuous / simple / past | finished past time? |
| His hands are dusty after building the model. | continuous / simple / past | recent activity + evidence? |
| We own this equipment. | continuous / simple / past | state or activity? |
Check the choices and reasons
1 continuous — ongoing process and evidence. 2 Present Perfect Simple — completed count. 3 Present Perfect Simple — know is a common state verb. 4 Past Simple — finished yesterday period. 5 continuous — recent activity with visible evidence. 6 Present Perfect Simple — own is a state.
Repairs: “We have been test the model.” → “We have been testing the model.” · “She has practising since May.” → “She has been practising since May.” · “I have been knowing him for years.” → “I have known him for years.”
- Choose the best form for all six situations and give a meaning reason.
- Repair all three form or verb-type problems.
- Add one evidence question and one duration question to two repaired updates.
Finish evidenceSix reasoned choices, three complete repairs and two useful questions.
Teacher Help · Stage 3
Ask “process, result/count, state or finished past time?” before accepting a form. Common state verbs such as know, own, believe and understand normally stay in the simple form.
Stage 4 · Map activity, evidence and next action
Turn separate activity sentences into a progress map that explains duration, evidence now and what should happen next.
STUDENT TASK
1 · ACTIVITYWhat has been happening and for how long?
2 · EVIDENCEWhat progress or recent effect can the listener understand now?
3 · NEXT ACTIONWhat should happen because of that evidence?
| Activity | Progress note | Useful follow-up |
|---|---|---|
| Prototype testing | We have been testing it for three days; two weak joints are visible. | Which joint should we strengthen next? |
| English speaking | I have been practising daily since June; my answers are longer. | Which situation still feels slow? |
| Customer follow-up | Mina has been contacting the supplier all morning; we now have two options. | Which option will you check first? |
| Report preparation | They have been reviewing the data lately; the main trend is clearer. | What evidence should enter the final report? |
- Choose six real ongoing or recent activities from work, study, home or community life.
- Write notes only: activity · duration/start · evidence now · next action.
- Include at least one for phrase, one since phrase and one recently/lately expression.
- Circle the activity that needs the clearest next action.
Finish evidenceOne six-activity progress map with evidence and a clear next action.
Teacher Help · Stage 4
Planning notes must remain short so Stage 6 is spoken, not read. Require concrete evidence such as visible work, an observable change or a present effect—not only another time phrase.
Stage 5 · Listen, question and update
Recover the activity, duration or start, evidence now and next action, then give your first progress update.
STUDENT TASK
British English
American English
Learning activity update
Track the repeated activity, duration, evidence of progress and one useful question.
- Listen once for the context and once for activity · duration/start · evidence now · next action.
- Retell one recording in three connected progress sentences.
- Give your planned six-activity update to a partner.
- Your partner asks one How long have you been …? question and one evidence question.
- Answer both questions and name one justified next action.
Useful update frame“We’ve been ___ for/since ___. We can see ___ now. How long have you been ___? Because of this evidence, the next action is ___.”
Finish evidenceTwo listening maps, one first update, two questions and one justified next action.
Teacher Help · Stage 5
Audio never starts automatically. Use the British recording first and the American recording for transfer. If the learner catches the activity but not the present evidence, replay only the evidence sentence before showing a model.
Stage 6 · Final Practice: report, decide and retry
Run an independent activity-progress update and improve one specific process–evidence weakness.
FINAL PRACTICE
Plan → report → question → decide → retry
- Plan six notes only: activity · duration/start · evidence now · next action.
- Give a connected 60–90 second activity-progress update.
- Use have/has been + verb-ing at least four times and include for, since or recently/lately naturally.
- Your partner asks one how-long question and one evidence question.
- Answer both questions and agree on one next action from the evidence.
- After one feedback target, retry only the weakest process–evidence–action connection.
Planning example: testing prototype · for three days · two weak joints visible · strengthen side joint next · practising English · since June · answers longer · practise unscripted questions next.
Score the first independent performance
MEAN · MeaningThe listener understands the ongoing/recent activity, its duration and present evidence.
FORM · FormThe learner controls have/has + been + verb-ing and selects simple or past forms when meaning requires them.
USE · Real useThe update covers six activities, answers both questions and produces one evidence-based next action.
0 · Not yetThe activity, continuous form or evidence is unclear, so the listener cannot identify a next action.
1 · With supportThe update becomes clear after a process/evidence cue, model or focused correction.
2 · IndependentActivity meaning, form, evidence and the agreed next action are clear without a prompt.
Result: 0–2 Rebuild · 3–4 Developing · 5–6 B1 mastery evidence.
Finish evidenceFirst six-activity update + two questions/answers + one evidence-based next action + one focused retry.
Teacher Help · Stage 6
Score the first independent update across MEAN, FORM and USE. Give one target such as “foreground the process”, “restore been”, “use the simple form for a state/result” or “connect evidence to the next action”. Keep the original score and record whether the focused retry improves that target.
Grammar you can use
You can now report ongoing or recent activities with clear duration and evidence, ask useful follow-up questions and agree on a next action. Use the Dynamic Learning Graph below for the next step.
Return to the Learning LibraryContinue your learning path
Present Perfect with for and since
Establish continuing time with for and since before shifting focus to the activity itself.
วางพื้นฐานเวลาแบบต่อเนื่องด้วย for และ since ก่อนเปลี่ยนจุดเน้นไปที่กิจกรรม
Past Simple or Present Perfect?
Contrast a current connection with a finished past event in a broader tense choice.
เปรียบเทียบความเชื่อมโยงกับปัจจุบันกับเหตุการณ์อดีตที่จบแล้วในตัวเลือก tense ที่กว้างขึ้น
Present Perfect for Present Results
Compare process and duration with a completed present result.
เปรียบเทียบกระบวนการและระยะเวลากับผลลัพธ์ที่เสร็จแล้วและเกี่ยวข้องกับปัจจุบัน
My Background, Interests, and Recent Changes
Use the activity-progress update to explain your background and recent changes.
ใช้การรายงานกิจกรรมและความคืบหน้าเพื่ออธิบายภูมิหลังและการเปลี่ยนแปลงล่าสุด
