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Name of the Teacher Date Level of the class Length of lesson
Amy 06 September 2023 Intermediate (B1) 60 Minutes
Lesson Type:
Grammar lesson
Lesson Topic:
Present perfect continuous with ‘for’ and ‘since’
Lesson Aims:
By the end of the lesson, students will be better able to…
identify when they should use ‘for’ and ‘since’ when they use the Present Perfect Continuous Tense.
Example sentence:
What have you been doing since yesterday? She has been living here for the last seven years.
Lesson Outcomes:
By the end of the lesson, students will have…
understood when and how to use the present perfect continuous tense and be able to apply it correctly in both written and spoken language. Successfully had a conversation between themselves and their peers where they will implement the knowledge attained, within 3 groups consisting of 4 people, as there are 12 students. The learners will have been involved in different activities to educate them about the topic of the lesson. The students would know how to distinguish when to use the specific preposition. For example; When it is that the information in the sentence gives them an indication of the duration of an activity, they would that they should use the preposition FOR. When it is that the information in the sentence gives them an indication of when the
activity has started they would know that they need to use the preposition SINCE.
Anticipated difficulties:
Include one relating to L1/age/level of the students and one for
the target grammar (meaning, form, or pronunciation).
1. The present perfect continuous tense might be a bit difficult to grasp
because there is no equivalent in French and in Italian they use present perfect simple in the same context as present perfect continuous.
2. Students might have the perception that because they are aware of how to
use present perfect continuous tense they would know which word to use when.
3. Working with students between the age of 15 and 16 they might think they
don’t need much help because at that age students tend to think they already have a full and clear understanding about grammar, especially if it is that they are aware of how to use the present perfect continuous tense.
4. The time periods and time references can cause problems and confuse
student as to when they should you use the two prepositions that we are covering in the lesson (target language ‘for and since’)
Suggested solutions:
1. Before the lesson start, I will use a few sentences as examples and briefly
explain when you need to make use of the word ‘for’ and ‘since’ and highlight what the differences are when applying present perfect continuous tense in their L1.
2. I will present a well-constructed timeline with accurate and simple labels to
give the students a visual demonstration of the present perfect continuous tense which will give them a better understanding of the target language words.
3. Before we start discussing the present perfect continuous tense in depth, I
will first ask questions to get a understanding on what level their understanding is about grammar and tenses.
- Incorporate guided discovery tasks so students have the time to examine the language and to refer back to examples. These can be particularly helpful when students get confused between two grammatical forms.
Target language analysis:
Review Unit 7: Analysing Grammar if you need guidance with this section.
For example: In the
context of sports.
3. Which concept
checking questions will
you ask to ensure
students understand
the meaning? Review
Unit 7: Concept
Checking Grammar for
examples.
“She has been jogging in the park since early this morning.”
1. Is this in the past or present tense? ( Present)
2. Do we know when she started jogging? (Yes)
3. Do we know how long has she been jogging?(No)
4. Does it seem like she enjoys jogging? ( Yes/No + Extra Information)
“ He has been a teacher at the school for two years”
1. Is this in the past or present tense? ( Present)
2. Do we know how long he has been a teacher? (Yes)
3. Do we know when he started teaching? (No)
4. Do we know if he likes teaching? ( Yes/No + Extra Information)
4. What is the
grammatical structure
of the target language?
(Include positive,
negative and question
forms if appropriate)
Positive Structure – ( preposition – since )
Subject + have/has + been + present participle + the rest of the sentence
She has been jogging in the park since early this morning
Negative structure
Subject + have/has + not + been + present participle + the rest of the sentence
She has not been jogging in the park since early this morning.
Question form
Have/has + subject + been + present participle + rest of the sentence
Has she been jogging since early this morning?
Positive Structure – ( preposition – for )
Subject + have/has + been + present participle + the rest of the sentence He has been a teacher at the school for two years
Negative structure
Subject + have/has + not + been + present participle + the rest of the sentence He has not been teaching at the school for two years.
Question form
Have/has + subject + been + present participle + rest of the sentence Has he been teaching at the school for two years?
5. How will your students
work out the rules for
the structure?
I will focus on day to day conversations and activities to keep the group activities simple and easy to make sure that the students understand the difference between when to use 'from' and 'since'. I will introduce the language by writing the present perfect continuous sentences on the board using the target language ‘since and from’ The students will be given the opportunity to analyse the sentences that I have written on the board and can establish the form of the new language. Once the students have completed their analyses, they will each receive a worksheet with different sentences with missing words and they will have to choose which one of these words ‘since or from’ fit the sentence better.
6. Which features of
pronunciation will you
focus on? For example:
Connected Speech.
Review Unit 6 for more
I will direct their focus mainly on how they need to pronounce the target language words ‘since and from ’as well as
addressing any contractions that may arise in the present perfect continuous tense.
I will concentrate on pronunciation when it comes to connected speech and explain to the student how connected speech can cause any sequence of words spoken at a natural speed can make it sound as if the is a different letter in the word but not.
association regarding the meaning of the target vocabulary thus allowing students to comprehend better by seeing where the present continues words can be implemented thereby remembering the conclusion easier. To make the students understand the prepositions “for and since”, which indicate that something has begun but has not finished or is in the process of being completed. What is important is that the event or action is occurring for a limited period of time, which includes the moment of speaking. To explain to the students that the two prepositions should be used as follow and this will also give them an indication when to use which preposition. FOR - is used to express the discovery by writing the present perfect continuous tense sentences on the board. The sentences will have grammar structure that the students are familiar with so that it isn’t as challenging for the students to understand.
- I will write sentences on the board such as ‘What have you been doing yesterday?’ and below this sentence I will write two additional sentences. These sentences will be based on the first sentence, using the target language;’ What have you been doing since yesterday? ; ‘What did you do from yesterday up until now?’ I will underline each of the target language vocabulary.
- After I have written each sentence, I will read the sentence out loud and the students must chorus the sentences. 4.The students will now work on their own to analyse these sentences and aim to develop a better understanding on the target a deeper understanding of the target language of the Present perfect continuous tense words (for and since) The visual representations of the sentences will assist in their understanding of the new grammar Be able to answer the CCQ’s to display their understanding to me as the teacher.
duration of an activity and SINCE is used to express when an activity has started. language words an establish the form of the language.
- Next I will give each student a worksheet which is made up of sentences with missing words where they will be required filling in the correct target form as well as underlining the target language words. The sentences will be different to the ones displayed on the board to get the students to think on their own. (figure 1) What have you been doing yesterday? She has been living here the last seven years. I have been teaching in the school 1990. There hasn't been a famine in this country gossip? Centuries.( this word can be used when applying the target language)
- Once the students have completed the
Negative structure;
She has not been jogging in the park
since early this morning.
Subject + have/has + not + been + present participle + the rest of the sentence
Question form;
Has she been jogging since early this
morning?
Have/has + subject + been + present participle + rest of the sentence Once this is completed, I will hand out worksheets where sentences will be scrambled, and the students will be required to unscramble them as well as underline the target language. (figure 2) Presentation Pronunciation To illustrate the words for the students forming the correct sounds and
Minutes
T-S
S-S
- i will create sentences on the board with the flashcards and use Choral Drilling to repeat the present continuous tense with the nouns, verbs and pronouns focusing on which syllable should be stressed, has/have The students should be able to incorporate the precise sounds and shape of how the mouth should accurately be used to correctly to
pronunciation. been + present participle (root form of verb
- I will be using facial expressions and mouth movement to illustrate how sounds should be presented thus also assisting students who are not comfortable speaking yet to witness the sound representation derived by the teacher.
- I will allow the students to practice saying the sentences to one another in their groups after the teacher has elaborated on each one putting emphases on the target vocabulary.
- I will than use CIC (Chorus, Isolate, Confirm) for the sentences displayed incorporating the present continuous suffix “–ing” presented. pronounce the vocabulary. The learners will reinact the vocal sounds made by me. Practice: Controlled Practice To give the students the opportunity to practice the target language words and structure, building it for
Minutes Ss - Ss 1. I will divide the class into three groups of four, they will sit in their groups around the classroom, nicely spread out. Be able to practice their listening and their ability to produce the present perfect continuous tense sentences with the given target language.
with minimal assistance.
- I will then separate the class into pairs. Two model scenarios (figure 3) on the board so any students who struggle to think up their own scenarios may refer to. Stronger, more confident students can make up their own scenarios, but they must be in the correct grammatical form and include the present perfect continuous tense target language words ‘for and since’. The topic of their scenario needs to be based on daily activities, sports and exercise.
- I will monitor the students and identify any mistakes students make and address them once the activity has concluded, privately with each individual. 4.I will also make sure to monitor weaker students and will elicit and prompt their vocab, target structure and pronunciation if they require it. 5.I will encourage students to communicate freely in their pairs using existing vocabulary and grammar as well as incorporate the new target language to build their confidence. Gain confidence by using the new target language and structures which will encourage them to begin using them in the real world. Cooler To give the students the opportunity to reflect on the progress they made in the lesson and leave the
Minutes T-S I will divide the class into the groups they were in during the production stage. I will read out a verb and the students must Students will be able to use their newly learnt knowledge of the present participle which is important when learning grammar structures.
lesson on a positive work in their groups to determine its corresponding present participle from. Once they have found their answer the first group to put their hand up can give the answer. If they are incorrect the next group that put their hand up first will get a chance to answer. The group who puts their hand up first and gives the correct answer, wins the around.
Lesson Rationale (700-1000 words):
Cover all the below points:
1. why you have structured the lesson in the way that you have
2. what each activity will contribute towards the learning aims and how this will be achieved
3. other activities that you considered including and why you chose not to use them
4. what you would do if any of your activities didn’t work in the way you have planned
Method I have chosen to structure my lesson using mainly PPP format due to its organized and systematic approach towards gathering new information. I believe that it gives the students an opportunity to become more aware of the aspects of the new language which will result in them being more likely to notice the language in the real world, as well as giving students time to apply it themselves. The PPP method does have its downsides which are that it is of a regimental structure which can be restrictive regarding student’s exploration of the language. Due to this, I have chosen to incorporate guided discovery into the ‘Presentation: Meaning’ stage of the lesson to give the students a chance firstly to discover the rules, the meaning and use the new grammar structures. I feel this will promote a stronger level of understanding of the structure and target
to give the students examples or for them to use the scenarios if they aren't comfortable creating their own. Throughout this exercise, I will monitor the students and give them guidance in their pairs if they require it to avoid disturbing the whole class. The cooler stage of the lesson consists of another fun game due to the content of the class was challenging for the young students therefore it is good to end the lesson on a positive, light note. During this game the main focus is on the past participles of the verbs as these can be more challenging for the students due to some following a 'regular' pattern and others an 'irregular pattern. The aim of this game is for the students to not only enjoy themselves but also to reflect on the amount of new information they have been exposed to in the lesson. The purpose of this cooler stage is to leave the students feeling happy. One element I would have liked to include in the Grammar lesson is a worksheet that focused more on the specifics of the past participle form of the verbs as they can be challenging. Due to the lesson only being 60 minutes, there isn't sufficient time to add in anymore worksheets, as well as the students being young of age, hence why it is included in the cooler in a game structure to keep this short and fun. The past participle form of verbs can be challenging for English students, so to avoid issues, the students will be allowed to use dictionaries in every stage except the cooler stage as this is testing the students' knowledge. To assist the students further, I will write a list of the most common verbs in the four principle parts being present participle, present, past participle and past. Once the lesson is completed, I will reflect back and determine where problems arouse (if any did) and determine a solution on how to prevent it from reoccurring in future lessons.
Bibliography (if needed):
Materials (include all physical copies of the materials you plan to use in your lesson, referenced):
Figure 1
Please fill in the missing word with the correct target form? What have you been doing ________ yesterday? She has been living here ________ the last seven years. I have been teaching in the school ________ 1990. There hasn't been a famine in this country gossip_____ centuries. Figure 2 Unscramble the following sentences and underline the target language words ( for and since)
- (have) (project) (been) (I) (on) (working) (week) (a) (for) (this)
- (6 o’clock) (been) (morning) (I) (this) (running) (have) (since)
A. Have you been working on this project for a long time? B. No, I haven’t been working on this project for a long time.
