Name of the Teacher Date Level of the class Length of lesson
Jana Lamprecht 6 December 2023 B1 – Intermediate 60 Minutes
Lesson Type:
Grammar lesson
Lesson Topic: Making a three-course meal
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, the students will be able to use the
present perfect continuous tense with 'for' and 'since' to
By the end of the lesson, the students will be able to precisely effectively communicate and describe the length of actions
describe the duration of actions using the present perfect related to preparing a three-course meal. With assurance, they
continuous tense with "for" and "since," especially when will put together grammatically sound sentences, demonstrating
preparing a three-course meal. their grasp of the target grammar in real-world contexts.
Example sentence:
Students will create statements like, "She has been cooking since
4 o'clock," or "I have been chopping vegetables for 20 minutes,"
exhibiting a thorough comprehension of the target grammar and
its application in the provided context.
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. Include lots of practice problems and instances where the
1 Lesson Plan 150823
, present perfect continuous is contrasted with other tenses.
1. Students at the B1 level may find it difficult to use the To strengthen understanding, provide feedback during
present perfect continuous tense correctly, particularly activities and promote peer-to-peer discussions.
when separating it from other tenses. It could be mistaken
for the present continuous or present perfect simple. 2. Make clear comparisons between the English present
perfect continuous tense and the equivalent structures in
2. The impact of their native language (L1) on tenses usage the students' home tongue. Provide specific instances that
may cause difficulties for students. Errors in usage may arise illustrate the distinctions.
from certain languages' lack of an equivalent structure to
the present perfect continuous tense. 3. Focus on the contracted forms of "have" and "has" in the
present perfect continuous when conducting pronunciation
3. When speaking in longer sentences, students may find it drills. To increase accuracy, have students practice these
difficult to form and pronounce the present perfect structures out loud and give each other personalized
continuous tense. Pronouncing "have/has been" with the - feedback.
ing form may cause hesitancy or inaccurate pronunciation.
Target language analysis:
Review Unit 7: Analysing Grammar if you need guidance with this section.
1. What is the use or function of the Actions that began in the past, are ongoing now, and are anticipated to continue into the future are
grammar? (Include a timeline if expressed in the present perfect continuous tense. It draws attention to the length of an action,
appropriate) emphasizing how long it has been taking place. 'For' is used to denote the amount of time, and'since' is
used to identify the action's beginning.
Timeline:
Duration: For
2 Lesson Plan 150823
Jana Lamprecht 6 December 2023 B1 – Intermediate 60 Minutes
Lesson Type:
Grammar lesson
Lesson Topic: Making a three-course meal
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, the students will be able to use the
present perfect continuous tense with 'for' and 'since' to
By the end of the lesson, the students will be able to precisely effectively communicate and describe the length of actions
describe the duration of actions using the present perfect related to preparing a three-course meal. With assurance, they
continuous tense with "for" and "since," especially when will put together grammatically sound sentences, demonstrating
preparing a three-course meal. their grasp of the target grammar in real-world contexts.
Example sentence:
Students will create statements like, "She has been cooking since
4 o'clock," or "I have been chopping vegetables for 20 minutes,"
exhibiting a thorough comprehension of the target grammar and
its application in the provided context.
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. Include lots of practice problems and instances where the
1 Lesson Plan 150823
, present perfect continuous is contrasted with other tenses.
1. Students at the B1 level may find it difficult to use the To strengthen understanding, provide feedback during
present perfect continuous tense correctly, particularly activities and promote peer-to-peer discussions.
when separating it from other tenses. It could be mistaken
for the present continuous or present perfect simple. 2. Make clear comparisons between the English present
perfect continuous tense and the equivalent structures in
2. The impact of their native language (L1) on tenses usage the students' home tongue. Provide specific instances that
may cause difficulties for students. Errors in usage may arise illustrate the distinctions.
from certain languages' lack of an equivalent structure to
the present perfect continuous tense. 3. Focus on the contracted forms of "have" and "has" in the
present perfect continuous when conducting pronunciation
3. When speaking in longer sentences, students may find it drills. To increase accuracy, have students practice these
difficult to form and pronounce the present perfect structures out loud and give each other personalized
continuous tense. Pronouncing "have/has been" with the - feedback.
ing form may cause hesitancy or inaccurate pronunciation.
Target language analysis:
Review Unit 7: Analysing Grammar if you need guidance with this section.
1. What is the use or function of the Actions that began in the past, are ongoing now, and are anticipated to continue into the future are
grammar? (Include a timeline if expressed in the present perfect continuous tense. It draws attention to the length of an action,
appropriate) emphasizing how long it has been taking place. 'For' is used to denote the amount of time, and'since' is
used to identify the action's beginning.
Timeline:
Duration: For
2 Lesson Plan 150823
