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Name of the Teacher Date Level of the class Length of lesson Rebecca Parker 4-8-25 B-1 Intermediate 60 minutes Lesson Type: Grammer Lessons Lesson Topic: Present Perfect continuous with For & Since “Hobbies”, E.g. Taking Photos (photography) Lesson Aims: By the end of the lesson, students will be better able to… Identify and know what the difference is between For & Since when using it, and also when to use For and when to use Since in the Present Perfect Continuous tense. Example sentence:
- I have been taking photos since 7am today.
- I have been taking photos for 2 hours. Lesson Outcomes: By the end of the lesson, students will have… Discussed different hobbies they have. Make notes and answered to CCQ’s to demonstrate their understanding of the differences between Since and For. Prepared 6 sentences in the present perfect continuous tense, including Since & For and presented it to the class in a competitive manner. Verbally correctly pronounced Since & For making use of choral drilling. Completed Fill-the-Gap worksheet using either Since or For And Freely practiced the target grammar using Since & For in the correct way, demonstrating that they have learned and know what the difference is between Since & For when
using it and also when to use Since & when to use For in the present perfect continuous tense. Anticipated difficulties: Include one relating to L1/age/level of the students and one for the target grammar (meaning, form, or pronunciation).
- The students are aged between 15 and 16, they are from France and Italy. In both countries they use the present perfect simple tense in place of the resent perfect tense.
- Due to the age of the students, they may find they do not need help with the grammar. They may feel as though they have a good understanding, because they are aware they use the present perfect continuous tense.
- When using time periods and time references, it could cause problems and confuse students on when to use For & Since that is covered in the lesson.
- Students may find difficulties in pronunciation of some words such as since, when using it in present perfect continuous tense, Suggested solutions: 1. I will write sample sentences explaining when to use For and Since on the blackboard. I will then point out the differences between For and Since when using them in the present perfect continuous tense. 2. By asking questions to the students, I will be able to determine the level of understanding of the students about the present perfect continuous tense, before starting the lesson. 3. By incorporating Timelines and discovery tasks, the students will have time to examine the language and refer back to previous examples. This is helpful when students become confused between the 2 grammatical forms. 4. I will use sample words by pronouncing them phonetic as well as choral drilling. This will give the student a chance top “free practice” the pronunciation of since in the production stage of the lesson.
- Which concept checking questions will you ask to ensure students understand the meaning? Review Unit 7: Concept Checking Grammar for examples. I have been taking photos for two hours. 1. Do we know when I started taking photos? (Yes, two hours ago) 2. Do we know how long I’ve been taking photos? (Yes) I have been taking photos since 7:00 AM today. 1. Do we know when I started taking photos? (Yes, 7am today) 2. Do we know how long I’ve been taking photos? (No)
- What is the grammatical structure of the target language? (Include positive, negative and question forms if appropriate) Positive Structure: Subject + have/has + been + present participle of the main verb (verb + ing) + for /since +duration of time. I have been taking for two hours. I have been taking photos since 3pm. today Negative Structure : Subject + have/has + not + been + present participle of the main verb (verb + ing) + for/since + duration of time I have not been taking photos for two hours. I have not been taking photos since 3pm today.
Question Form: Have/has + subject + been + present participle of the main verb (verb + ing) + for/since + duration of time Have I been taking photos for 2 hours? Have I been taking photos since 3pm today?
- How will your students work out the rules for the structure? I will be using the blackboard as my Primary tool and also I will use my voice and different voice tones to elaborate on the rules of the present perfect continuous structure, in case t the students will not be sure of the form. I will make a use of a timeline. Explain the present perfect tense continuous structure in order for the students to be able to work out the rules for the present perfect continuous structure. I will use a Since and For fill-the-gap exercise with the students, in order to determine their understanding of the rules for the present perfect continuous structure. I will give the students continuous guidance throughout my presentation of the class.
- Which features of pronunciation will you focus on? For example: Connected I will focus on the possibility of connected speech which can occur when I give an example as a
Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will… Example: Warmer Example: To get students thinking in English, raise energy levels, and to activate prior knowledge. Example : 10 minutes Example: T-S S-Ss Ss-S Example: T provides a set of cards with words from the previous lesson. T divides Ss into groups. T instructs Ss to pick a card one at a time and describe their word for the group to guess. Example: Ss take it in turns to pick a card and then draw or describe the word to the rest of their group. The other Ss need to guess what the word is. Warmer will allow the students to transition into the English language to be ready for the lesson. 10 min S-S OCFB Teacher Procedure will show students pictures and describe hobbies’ (fig. 1) and encourage students to speak in pairs to discuss the kind of hobbies they like and what time of day the hobbies can be done. Students will determine the lesson topic and refresh their vocabulary regarding the different hobbies they have had. Presentation Meaning To give the students the opportunity to understand the meaning of the grammar present 10 min T-S S-T OCFB CCQ
- Teacher will write on the blackboard the meaning of the present perfect continuous tense – it is used to Students will listen and make some notes understanding what the teacher is recapping on.
perfect continuous and when to use sense and for and to understand the difference of sense and for highlight an unfinished action that started in the past and is still ongoing in the present as a recap because the students have already been aware of the tense present perfect continuous.
- Teacher will make use of the blackboard and divide it in two. One side Since and the other side For. On the side of since the teacher will write and explain that since is used with a specific time, day/year, from when I started my hobby such as taking Students will again make notes and also ask the teacher to elaborate more if they don’t understand when to use Since and For.
When did you start photography as your hobby? Thank the students for their participation. Presentation Form To give the students the opportunity to understand and know on how to correctly use the present perfect Continuous structure in writing. 10 min T-S S-S OCFB
- The teacher will present the Present Perfect Continuous Structure on the blackboard in the form of: Positive Structure: Subject + have/has + been + present participle of the main verb (verb + ing) + for /since +duration of time. I have been taking photos for two hours. I have been taking photos since 3pm today. Negative Structure : Subject + have/has + not + Students will focus on what the teacher is saying students will make notes and ask if they do not grasp on what the teacher is presenting.
been + present participle of the main verb (verb + ing) + for/since + duration of time I have not been taking photos for two hours. I have not been taking photos since 3pm today. Question Form: Have/has + subject + been + present participle of the main verb (verb + ing) + for/since + duration of time Have I been taking photos for 2 hours? Have I been taking phots since 3pm today?
- Divide the class into two groups with six students per group ask the groups to prepare six sentences in the present perfect continuous tense which must include Since and Students will listen to the “Brief” given by the teacher the students will then discuss and decide on what to produce and then write sentences.
Pronunciation and how to use^ Since and For in the present perfect continuous tense and to produce it in the correct way. OCFB /I’ve been…. in it. focusing on the correct pronunciation of Since and also on I have been…./I’ve been… in it. E.g. (I’ve/I have Been learning to speak French since 2022. I’ve/I have Been Learning to speak French for a year now.
- The teacher will verbally correctly pronounce Since and For to the class phonetic.
- The teacher will ask the students to pronounce Since and For together as a class (choral drilling). /I’ve Since and For. Students give their best on trying to pronounce Since and For correctly and enjoy the learning experience. Practice controlled practice To give students the chance to produce writing speaking and hearing the present perfect continuous structure for Since and For and to know when to use Since and For. 10 min Ss-Ss T-S
- Divide the class into three groups with four students per group.
- Teacher will hand out the fill in the gap work sheet where they will have to fill in “Since/For” in the sentence. (Fig. 3) Students will listen to the “brief “given by the teacher the students will then discuss and each student in the group will fill in the fill in the gap worksheet. Each group will nominate a student to present the sentences in the other
- Teacher will ask group for feedback.
- Teacher will thank students and give praise for their participation. groups. Students will feel proud of their achievements and what they have learned in this session. Production Freer Practice To allow students to develop self-confidence to speak and use the target structures with minimal support. 15 min Ss-Ss 1.^ I^ will^ divide^ the^ class^ in teams, (6 Pairs), one French and one Italian student in each group.
- I will ask the students to talk to one another about how long they have had a hobby, what their hobby is and why they have this hobby among their group. Ex. SINCE- “I’ve been using this lens since last year.” “The student has been requesting these phots since this morning.” FOR- “ I have been using this camera for 2 years.” “I’ve been taking photos for 4 hours” The students will talk freely with their fellow students they are paired with using English they already know, incorporating Since and For in the dialog they have with each other. They will develop confidence using the new structures which will allow them to execute it in real world use.
Teacher will ask the students to listen to what he or she is saying and the group to react first, is the winning group for the day. Teacher thinks the students for their participation in the class by saying , “I would like to thank each of you for attending the class I have been presenting since 8: AM today.” Teacher will congratulate the winning group but also praise and think all the students for attending the class greet the students and ask them to bring some photos they’ve been taking during the summer school to the next class and tell them they are free to go. Lesson Rationale (700-1000 words): Cover all the below points:
**1. why you have structured the lesson in the way that you have
- what each activity will contribute towards the learning aims and how this will be achieved
- other activities that you considered including and why you chose not to use them
- what you would do if any of your activities didn’t work in the way you have planned** I have chosen the presentation practice and production PPP structure because it has some benefits from me and also for my students.
When choosing my lesson, I choose the PPP format because of the systematic approach towards learning new information. I think it helps students become more aware of certain aspects of the new language. As a result of this the students are more likely to notice these features in the real world. There are some drawbacks with the PPP method, the regimental structure can be restrictive regarding the exploration of the language. For this reason, I have chosen to use a guided discovery activity within the presentation meaning stage to allow students to rudimentary discover the rules of the grammar structure. In my opinion, this will promote a stronger level of comprehension for the lesson. This method is already recommended for students who already have a base of the language, encouraging them to use existing knowledge, I felt it was a highly suitable activity for a Level B-1 class. 1.1 It indicates the target group, 15-16 year olds. Intermediate (B-1), and the students are from countries that include France and Italy. 1.2 The Aims and Outcomes are covered 1.3 The timing was indicated for each lesson.. 1.4 I was able to indicate the stages of each lesson. 1.5 I have indicated the activities for each stage. 1.6 There is interaction pattern that show what students are involved in each activity. 1.7 All materials being used are indicated. 1.8 I also indicate how long the class is, when the class will be, who the teacher is, how long each session is, and what the class topic will be. Thus I am of the opinion that who, what, when, why and how is all covered in my PPP Lesson Plan.
Pronunciation By making the use of the Phonemic Script and asking Choral Drilling the activity will contribute to the lesson aim so that the correct pronunciation I have/I ‘ve and Since will be achieved by the students. Pronunciation will mainly focus on the contradictions in the target structure, I feel as the students are B-1 level, their existing pronunciation ability could cause some major issues with the vocabulary. The contractions and sentence fluency will come from drilling, CICing and presenting the target words in their phonemic form on the blackboard Controlled Practice The Fill the Gap activity (fig 3) I have chosen, will contribute to the Lesson Aim, because the students will be able to show that they know the difference between Since and For and that they will be able to use it correctly in the present perfect continuous tense form. The students thus understand the meaning, form, and pronunciation of Since and For, and they will know when to use it in the present perfect continuous tense form. Production finale witnesses our students achieving the Aim, identifying and using the future perfect tense to discuss their hobbies. Due to the level of the students, I would expect that their existing vocabulary to be enough to allow fluid conversation, but I will model conversation at the beginning with a strong student and examples on the blackboard to help the struggling students. I will sit back and observe students while they are in pairs and quietly assist students who are having difficulties. The cooler
I will focus on the past participles of the verbs as these can be difficult for English learners. Some follow a regular pattern and others follow irregular pattern. I would like for the students to enjoy themselves but also reflect on how much new information they have learned in the past hour. They should leave the class feeling that it was a lot of fun. Materials (include all physical copies of the materials you plan to use in your lesson, referenced): Thornbury, S. (1999) How to teach grammar, Edinburgh: Pearson Education Limited. All images taken from Google clip art https://dictionary.cambridge.org/pronunciation Fig 1- photos describing hobbies
