Name of the Teacher Date Level of the class Length of lesson
Lene Olivier 24 November 2023 Intermediate (B1) 60 minutes
Lesson Type:
Grammar lesson
Lesson Topic:
The present perfect continuous with “for” and “since”.
The duration from past until now: with for + period of time or with since + specific past time
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will have…
By the end of the lesson, students will be able to identify and correctly use
“for” and “since” in the present perfect continuous tense. Practised and experimented with the present continuous tense using “for”
and “since” during a role- play activity. Students will have practised asking
Example sentence: questions and providing answers using the correct form of the target
He has been playing the piano for a year. language.
He has been playing the piano since last year.
Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and one for
the target grammar (meaning, form, or pronunciation).
1. Instead of introducing the topic as grammar, I will say, “Today
1. Students might dislike grammar or become bored. we are going to look at our hobbies”.
2. I will demonstrate the movement of the tongue and the mouth
2. Students may struggle to pronounce the word “for”. The “r” is not when saying the words “for” during the presentation of the
pronounced after a vowel in English. Italian students might pronounce pronunciation stage. Students will practice the pronunciation through
1 Lesson Plan 150823
, it since the “r” is rolled in Italian. In French, the ‘r’ is a voiced uvular choral drilling.
fricative /ʁ/, made at the back of the mouth. In English /r/ is an
alveolar approximant made near the front of the mouth. 3. I will demonstrate the movement of the tongue and mouth
when saying the words “since” during the presentation of the
3. French students might struggle to pronounce the “i” in “since as they pronunciation stage. Students will practice the pronunciation through
only have one close front vowel [i]. English has two: /ɪ/ and /i:/. choral drilling.
4. I will provide a clear expectation at the beginning of the lesson that
4. Students do not have the same L1. If they speak in their L1 during students should only speak English in class. To encourage students, I
class time, some students may not be able to understand one will have a competition. A mark will be deducted every time that a
another. This can create a barrier in the class, and some students student uses an L1 word in the classroom. At the end of the
might feel left out during group activities. lesson/month/term, the student/s with the least number of marks
deducted wins a prize.
5. Teenage students might easily feel embarrassed when they make a 5. I will ensure that the classroom is a safe space where students do
mistake. no fear criticism or embarrassment. Instead, I will praise students
when they do something correct and use positive reinforcement.
Target language analysis:
Review Unit 7: Analysing Grammar if you need guidance with this section.
1. What is the use or function of the
grammar? (Include a timeline if To express events that started in the past and are still in progress in the present.
appropriate) -with “for” is used to indicate a specific length of time someone has been doing an activity
-with “since” to indicate the specific point in the past when you started doing a specific activity
He has been playing soccer for a year.
He has been playing soccer since last year.
2. In which context (theme) are you Hobbies: How long have students been doing a specific sport/activity? When did they first start this
introducing the grammar? sport/activity?
For example: In the context of sports.
3. Which concept checking questions will She has been playing the piano for five years.
you ask to ensure students understand
the meaning? Review Unit 7: Concept 1. Do we know how long she has been playing the piano? (yes)
Checking Grammar for examples. 2. Do we know when she started to play the piano? (no)
3. Did the activity start in the present or past? (past)
4. Is she still playing the piano? (yes)
5. Do you play a musical instrument? (yes/no)
She has been playing tennis since she was four.
1. Do we know how long she has been playing tennis? (no)
2. Do we know when she started to play tennis? (yes)
3. Is she still playing tennis? (yes)
4. Did the activity start in the present or past? (past)
4. What is the grammatical structure of Form:
3 Lesson Plan 150823
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