Name of the Teacher Date Level of the class Length of lesson
Mrs. C. Nieuwoudt 26 October 2024 B1 Level Intermediate 60 minutes
Lesson Type: GRAMMAR
Lesson Topic: Present perfect continuous with ‘for’ and ‘since’ (Grammar Point 1)
Example: I have been running since 6am.
Example: I have been running for 2 hours.
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…
Know when to properly use ‘for’ and ‘since’ to describe ongoing actions in The students will be able to recognise when and how to use the
the Present Perfect Continuous. Present Perfect Continuous through given activities, by applying it
Understand how to differentiate as to when to use ‘for’ (duration) and correctly in both spoken- and written language.
‘since’ (specific starting point) when describing ‘time’ (timeline usage). They will be able to practice their listening skills in a listening activity
Learn how to create sentences in the Present Perfect Continuous which are through the identification of ‘for’ and ‘since’ in Present Perfect
positive, negative, and questionable. Continuous sentences.
Throughout the controlled practice, students will be able to enhance
Example sentences demonstrate the use of both 'for' to indicate duration their accuracy by reading and constructing Present Perfect
and 'since' to indicate a specific starting point. Continuous sentences with the words "for" and "since."
The new grammar will be demonstrated by the students' ability to
“She has been riding her horse for an hour now.” (For is being portrayed as create and deliver their own sentences and demonstrating their
duration) proficiency in its application in their everyday situations.
“She has been riding her horse since 8 a.m. this morning.” (Since is being Additionally, students will be able to engage in informal conversations
portrayed as a specific time) in pairings, utilizing their pre-existing vocabulary and grammar in
conjunction with the new target language. This will cultivate their
confidence in utilizing these structures in practical situations.
1 Lesson Plan 150823
,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. Due to translation issues that may arise, T will conduct a comparative
analysis by showing the similarities and differences in their L1, namely:
1. Given that the students L1 is French and Italian, they might experience French and/or Italian, as this will help with their understanding towards
problems with their translation pertaining to “for” and “since”. As a the L2 structure. Thereafter, T will distribute short translation exercises
result, they are to realise the perceptual structure in order to whereby they will be asked to translate English sentences to their L1
differentiate between their L1 and L2 language structures. and vice versa, focusing on the tense's correct usage.
Consequently, they might find it challenging because their L1 uses
different structures or tenses to express ongoing action. Therefore, 2. Due to the confusion the students experience when using 'for' and
both languages have different ways of expressing the duration of time 'since', T will have the students create sentences from a list of time
and starting points. Thus, in their L2 (English), focus is diverted to the periods and specific points in time, ensuring they use the correct
actions which is started in the past and is still ongoing when using the preposition. Furthermore, to limit any further confusions, T will draw a
Present Perfect Continuous. timeline on the whiteboard together with accompanying examples
- French Speaking Students using both 'for' and 'since'. Additionally, the students will be asked to
Simple Present Tense might be used by these students ["depuis" create sentences from a list of time periods and specific points in time,
(since) or "ça fait...que" (for)] instead of the present perfect ensuring they’re using the correct preposition, thus, reinforcing the
progressive/continuous tense, because they do not have a direct differences.
equivalent to the Present Perfect Continuous, thus confusing them.
3. T will make the grammar lesson fun and interactive by using tongue
- Italian Speaking Students twisters which will be incorporating the tense, thus making the practice
They too, experience similar confusion as to that of the French enjoyable and unforgettable. Secondly, focus will be drawn to the
Speaking Students; namely, there isn’t a direct present perfect verbs ending with ‘-ing’ and the rhythm of the sentences because the
continuous parallel; thus, they are using “da” (for/since) with the students will practice drills by using the present perfect
present tense for ongoing actions. progressive/continuous tense.
2. Students may misunderstand the difference between ‘for’ and ‘since. 4. Due to the complex sentence structure, I’ll also be incorporating some
Thus, they are to remember that ‘for’ is used with a period of time, for sentence building exercises as to teach the students how to break
2 Lesson Plan 150823
, example: “…for an hour now…”; and that ‘since’ is used with a specific down the sentence structure into chunks (subject, have/has, been,
time point, for example: “…since 2018...” verb-ing) by using colour coding (they are to highlight each part of the
sentence structure with a different colour to visually separate and
3. Pronunciation can also pose as a difficult barrier for the French- and emphasize their roles) whereafter they will put them in the correct
Italian Students because of the differences in the sound systems, which order.
needs to be practiced through repetition until the students are able to
differentiate and affluent with these sounds, for example: “for" and 5. In this instance, it’ll be advisable to use the “comprehension of time
"four," or "since" and "sins". frames”, such as, role plays, and real-life contexts. By integrating these
Furthermore, take note of the following differences: two lessons of timeframes, T would be able to address anticipated
The French students find it “difficult” to pronounce the ‘r’ in “for” difficulties in a more effective way, which will in turn, make learning
fluently in English (L2) because they sound it as a rough engaging for my students.
(deep/guttural) ‘r’, whilst the ‘ce’ part in “since” specifically
produces the /s/ sound which is represented by the phoneme as
/sɪns/. Therefore, the English pronunciation doesn’t match the
spelling, thus making it then tricky for them to pronounce these
types of words.
The Italian students might find the /ɔː/ sound in “for” a bit unusual
as it is not a commonly used in the Italian Language (L1), and they
tend to sound their ‘r’ detailed (tapped) or rolled, as to how the ‘r’
is sound in English (L2); whereas the “n” sound in ‘since’ can be
pronounced softer in Italian, and they might struggle with
pronouncing the “s” at the end clearly and strongly.
At the same time, these students might also struggle with the
sounding of the continuous forms of verbs, particularly if they’re not
used to the '-ing' ending.
4. The Present Perfect Continuous can be seen as a complex sentence
structure because of its structure (subject + have/has + been + verb-ing
3 Lesson Plan 150823
, + for/since + time duration). Hence, it can happen that students might
make errors in forming these sentences, especially in maintaining the
accepted sequence and conjugation.
5. Lastly, it may be that the students might find it “tricky” by
comprehending the time frames or to grasp that the action is still
ongoing/happening because of the concept of an ongoing action that
started in the past and continues to the present.
4 Lesson Plan 150823
Mrs. C. Nieuwoudt 26 October 2024 B1 Level Intermediate 60 minutes
Lesson Type: GRAMMAR
Lesson Topic: Present perfect continuous with ‘for’ and ‘since’ (Grammar Point 1)
Example: I have been running since 6am.
Example: I have been running for 2 hours.
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…
Know when to properly use ‘for’ and ‘since’ to describe ongoing actions in The students will be able to recognise when and how to use the
the Present Perfect Continuous. Present Perfect Continuous through given activities, by applying it
Understand how to differentiate as to when to use ‘for’ (duration) and correctly in both spoken- and written language.
‘since’ (specific starting point) when describing ‘time’ (timeline usage). They will be able to practice their listening skills in a listening activity
Learn how to create sentences in the Present Perfect Continuous which are through the identification of ‘for’ and ‘since’ in Present Perfect
positive, negative, and questionable. Continuous sentences.
Throughout the controlled practice, students will be able to enhance
Example sentences demonstrate the use of both 'for' to indicate duration their accuracy by reading and constructing Present Perfect
and 'since' to indicate a specific starting point. Continuous sentences with the words "for" and "since."
The new grammar will be demonstrated by the students' ability to
“She has been riding her horse for an hour now.” (For is being portrayed as create and deliver their own sentences and demonstrating their
duration) proficiency in its application in their everyday situations.
“She has been riding her horse since 8 a.m. this morning.” (Since is being Additionally, students will be able to engage in informal conversations
portrayed as a specific time) in pairings, utilizing their pre-existing vocabulary and grammar in
conjunction with the new target language. This will cultivate their
confidence in utilizing these structures in practical situations.
1 Lesson Plan 150823
,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. Due to translation issues that may arise, T will conduct a comparative
analysis by showing the similarities and differences in their L1, namely:
1. Given that the students L1 is French and Italian, they might experience French and/or Italian, as this will help with their understanding towards
problems with their translation pertaining to “for” and “since”. As a the L2 structure. Thereafter, T will distribute short translation exercises
result, they are to realise the perceptual structure in order to whereby they will be asked to translate English sentences to their L1
differentiate between their L1 and L2 language structures. and vice versa, focusing on the tense's correct usage.
Consequently, they might find it challenging because their L1 uses
different structures or tenses to express ongoing action. Therefore, 2. Due to the confusion the students experience when using 'for' and
both languages have different ways of expressing the duration of time 'since', T will have the students create sentences from a list of time
and starting points. Thus, in their L2 (English), focus is diverted to the periods and specific points in time, ensuring they use the correct
actions which is started in the past and is still ongoing when using the preposition. Furthermore, to limit any further confusions, T will draw a
Present Perfect Continuous. timeline on the whiteboard together with accompanying examples
- French Speaking Students using both 'for' and 'since'. Additionally, the students will be asked to
Simple Present Tense might be used by these students ["depuis" create sentences from a list of time periods and specific points in time,
(since) or "ça fait...que" (for)] instead of the present perfect ensuring they’re using the correct preposition, thus, reinforcing the
progressive/continuous tense, because they do not have a direct differences.
equivalent to the Present Perfect Continuous, thus confusing them.
3. T will make the grammar lesson fun and interactive by using tongue
- Italian Speaking Students twisters which will be incorporating the tense, thus making the practice
They too, experience similar confusion as to that of the French enjoyable and unforgettable. Secondly, focus will be drawn to the
Speaking Students; namely, there isn’t a direct present perfect verbs ending with ‘-ing’ and the rhythm of the sentences because the
continuous parallel; thus, they are using “da” (for/since) with the students will practice drills by using the present perfect
present tense for ongoing actions. progressive/continuous tense.
2. Students may misunderstand the difference between ‘for’ and ‘since. 4. Due to the complex sentence structure, I’ll also be incorporating some
Thus, they are to remember that ‘for’ is used with a period of time, for sentence building exercises as to teach the students how to break
2 Lesson Plan 150823
, example: “…for an hour now…”; and that ‘since’ is used with a specific down the sentence structure into chunks (subject, have/has, been,
time point, for example: “…since 2018...” verb-ing) by using colour coding (they are to highlight each part of the
sentence structure with a different colour to visually separate and
3. Pronunciation can also pose as a difficult barrier for the French- and emphasize their roles) whereafter they will put them in the correct
Italian Students because of the differences in the sound systems, which order.
needs to be practiced through repetition until the students are able to
differentiate and affluent with these sounds, for example: “for" and 5. In this instance, it’ll be advisable to use the “comprehension of time
"four," or "since" and "sins". frames”, such as, role plays, and real-life contexts. By integrating these
Furthermore, take note of the following differences: two lessons of timeframes, T would be able to address anticipated
The French students find it “difficult” to pronounce the ‘r’ in “for” difficulties in a more effective way, which will in turn, make learning
fluently in English (L2) because they sound it as a rough engaging for my students.
(deep/guttural) ‘r’, whilst the ‘ce’ part in “since” specifically
produces the /s/ sound which is represented by the phoneme as
/sɪns/. Therefore, the English pronunciation doesn’t match the
spelling, thus making it then tricky for them to pronounce these
types of words.
The Italian students might find the /ɔː/ sound in “for” a bit unusual
as it is not a commonly used in the Italian Language (L1), and they
tend to sound their ‘r’ detailed (tapped) or rolled, as to how the ‘r’
is sound in English (L2); whereas the “n” sound in ‘since’ can be
pronounced softer in Italian, and they might struggle with
pronouncing the “s” at the end clearly and strongly.
At the same time, these students might also struggle with the
sounding of the continuous forms of verbs, particularly if they’re not
used to the '-ing' ending.
4. The Present Perfect Continuous can be seen as a complex sentence
structure because of its structure (subject + have/has + been + verb-ing
3 Lesson Plan 150823
, + for/since + time duration). Hence, it can happen that students might
make errors in forming these sentences, especially in maintaining the
accepted sequence and conjugation.
5. Lastly, it may be that the students might find it “tricky” by
comprehending the time frames or to grasp that the action is still
ongoing/happening because of the concept of an ongoing action that
started in the past and continues to the present.
4 Lesson Plan 150823
