TEACH AND TRAVEL

GROUP LTD.

Amy 06 September 2023 Intermediate (B1) 60 Minutes

Lesson Type:
Grammar lesson

Lesson Topic:

Present perfect continuous with ‘for’ and ‘since’

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to... By the end of the lesson, students will have...

identify when they should use ‘for’ and ‘since’ when they use the Present Perfect understood when and how to use the present perfect continuous tense and be able
Continuous Tense. to apply it correctly in both written and spoken language.

Example sentenc: Successfully had a conversation between themselves and their peers where they will
What have you been doing since yesterday? implement the knowledge attained, within 3 groups consisting of 4 people, as there
* She has been living here for the last seven years. 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

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activity has started they would know that they need to use the preposition SINCE.

Anticipated difficulties: Suggested solution:

Include one relating to L1/age/level of the students and one for
the target grammar (meaning, form, or pronunciation). 1. Before the lesson start, | 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
1. The present perfect continuous tense might be a bit difficult to grasp
tense in their L1.
because there is no equivalent in French and in Italian they use present
perfect simple in the same context as present perfect continuous. 2. 1will 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
2. Students might have the perception that because they are aware of how to
words.
use present perfect continuous tense they would know which word to use
when.
3. Before we start discussing the present perfect continuous tense in depth, |
will first ask questions to get a understanding on what level their
3. Working with students between the age of 15 and 16 they might think they
understanding is about grammar and tenses.
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. Incorporate guided discovery tasks so students have the time to examine the
language and to refer back to examples. These can be particularly helpful whet n
4. The time periods and time references can cause problems and confuse students get confused between two grammatical forms.
student as to when they should you use the two prepositions that we are
covering in the lesson (target language ‘for and since’)

Target language analysi

Review Unit 7: Analysing Grammar if you need guidance with this section.

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ideas.
Twill give them an example on the board.

I have been busy with my chores since early this morning. (if this is said at a natural speed the students will notice that it sounds like
there’s a (z) somewhere in the word when actually there is not.

So | will focus on the pronunciation and allow them to practice at a slow pace at first with a pause and then try it at a natural speed.

Stage Stage Aim Time Interaction Teacher's procedure Students will...

Name Pattern

Examplı Example: Example: | Example: Example: Examplı

Warmer To get students thinking 10 TS T provides a set of cards with words from | Ss take it in turns to pick a card and
in English, raise energy minutes the previous lesson. T divides Ss into then draw or describe the word to the
levels, and to activate groups. T instructs Ss to pick a card one rest of their group. The other Ss need
prior knowledge. S-Ss at a time and describe their word for the | to guess what the word is.
Ss-S group to guess.
‘Warmer To allow the students to 5 TS Put students into pairs or small groups. Tell | Once students have finished, have them
transition into English and Minutes them that they must draw a picture of a | share their pictures and sentences with
prepare them for the topic S-S person doing something and write how long | the class and give a brief explanation of
of the lesson. they have been doing the action using a | what they drew applying the target
present perfect continuous tense sentence. | language.

Presentation: T_o expose student's tothe 15_ T-s 1.1 will begin by introducing
the target The students must think abt_)ut the new
visual representation and Minutes grammar structure and begin to develop
language (from and since) through guided
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association regarding the a deeper understanding of the target

discovery by writing the present perfect
meaning of the target language of the Present perfect
vocabulary thus allowing continuous tense sentences on the board. continuous tense words (for and since)
students to comprehend The sentences will have grammar structure
better by seeing where the The visual representations of the
that the students are familiar with so that it
present continues words sentences will assist in their
can be implemented isn't as challenging
for the students to understanding of the new grammar
thereby remembering the understand.
conclusion easier. Be able to answer the CCQ's to display
their understanding to me as the
To make the students 2.1 will write sentences on the board such as teacher.
understand the ‘What have you been doing yesterday?’ and
prepositions “for and below this sentence | will write two
since”, which indicate that
something has begun but additional sentences. These sentences will
has not finished or is in the be based on the first sentence, using the
process of being completed.
target language;’ What have you been doing
What is important is that
the event or action is since yesterday? ; ‘What did you do from
occurring for a limited yesterday up until now?' | will underline
period of time, which
each of the target language vocabulary.
includes the moment of
speaking.
3. After | have written each sentence, | will
To explain to the students read the sentence out loud and the students
that the two prepositions must chorus the sentences.
should be used as follow
and this will also give them
4The students will now work on their own
anindication when to use
which preposition. to analyse these sentences and aim to
FOR - is used to express the develop a better understanding on the target
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been * present participle (root form of verb

pronunciation. pronounce the vocabulary. The learners
+-ing)
will reinact the vocal sounds made by

2) 1 will be using facial expressions and me.

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.

3) 1 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.

4) 1 will than use CIC (Chorus, Isolate,

Confirm) for the sentences displayed
incorporating
the present continuous suffix
“-ing” presented.

Practice: To give the students the 10 Ss-Ss 1. 1 will divide the class into three groups of Be able to practice their listening and
Controlled opportunity to practice the Minutes four, they will sit in their groups around the their ability to produce the present
Practice target language words and classroom, nicely spread out. perfect continuous tense sentences with
structure, building it for the given target language.

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visual purposes as well as 2.1 will place the word cards in each group.
listening toit. Each set of cards, if assembled correctly Work in groups to help each other build
create sentences in the present perfect the correct sentences structure. Every
continuous tense based on the activities group member must be given a turn to
that's done on a daily basis, sports and help build the sentence.
exercise.

3.1 will pick one of the example sentences to

say aloud to the class and they need to listen
carefully.

4.1 will then give a countdown (3,2,1...) and

the students must work in their groups with
the word cards to recreate the sentences |
gave/said.

5. Once they have completed the sentence, |

will repeat the activity with a different
example sentence.

6. At the end of the activity, | will go around

to each group and check whether they
assembled their sentence correctly.

7. The team with the most correct sentences

wins

To give the students the 15 Ss-Ss 1. 1 will select one of the stronger students in Students should be able to communicate
Free Practice opportunity to develop the Minutes the class to model a conversation with, to freely in pairs using their pre-existing
confidence to use the target demonstrate the student’s task and what vocabulary and grammar whilst
they are required to do. incorporating their new target language.

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to give the students examples or for them to use the scenarios if they aren't comfortable creating their own. Throughout this exercise, | 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 | 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, | 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, | 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.

ography (if needed

Materials (include all physical copies of the materials you plan to use in your lesson, referenced):

Figure 1

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GROUPLTD
Please fill in the missing word with the correct target form?

e What have you been doing yesterday?

* She has been living here the last seven years.
* | 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)

1. (have) (project) (been) (I) (on) (working) (week) (a) (for) (this)

2. (6 o’clock) (been) (morning) (1) (this) (running) (have) (since)

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