Name of the Teacher Date Level of the class Length of lesson

Taylor Stander 12/01/24 Intermediate(B1) 60 Minutes

Lesson Type: Grammar Lesson

Lesson Topic: Exercise

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 the difference between ‘for’ and ‘since’ in the present perfect Discussed with everyone in the class their working routine and made
continuous tense. Also, have a better understanding of the structure around different sentence structures with ‘for’ and ‘this’ in their discussion.
present perfect continuous tense. Students will be able to use the grammar
correctly in sentences.

Example sentence: I have been exercising since 5am.

I have been exercising for 2 hours.

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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. I will write down different sentences on the board, each sentence will
elicit the difference between ‘for’ and ‘since’. I explain the difference
1. Students will struggle to understand the difference between the usages between each using the sentences as an example and let the students
of ‘for’ and ‘since’ in the present perfect continuous tense and meaning write down everything I wrote on the board to use as self-study.
behind.
2. I will give students the opportunity to express their thoughts and
2. Students will get bored easily due to their age as teenagers and will knowledge of the topic. I will allow teenagers to do more discussion
start to cause disruption due to lack of attention. activities such as role-playing with their peers.

3. Due to students being at an intermediate level, they will struggle to 3. I will rephrase all parts of speeches with the students to get them
understand the forming of the sentences with the difference between remembering and I will write down sentence examples explaining the
‘for’ and ‘since’. difference between the word ‘since’ and ‘for’.
Target language analysis:
Review Unit 7: Analysing Grammar if you need guidance with this section.
1. What is the use or function of the The use of present perfect continues tense is to show something that started in the past that is still busy
grammar? (Include a timeline if happening now.
appropriate)
The function and usage of ‘for’ is to show a period of time. For example, Jenna has working out here for
two years.
The function and usage of ‘since’ is to show the start of a period. For example, Jenna and Taylor have been
working out 10 minutes.

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 Example Sentence: Sheila has been walking for five hours

2. In which context (theme) are you Discussions around a exercising routine where students will also be describing what exercises they will have
introducing the grammar? done during the day, week or month or what exercises are their favourite.
For example: In the context of sports.
3. Which concept checking questions will “I have been exercising for a year.”
you ask to ensure students understand 1. Is the sentence in the present perfect continuous or past perfect continuous tense?( PRESENT
the meaning? Review Unit 7: Concept PERFECT CONTINUOUS)?
Checking Grammar for examples. 2. (A year)Am I currently working out? ( No)
3. How long have I been working out for? (A year)
4. Do you have a special workout routine? (Yes/No,+ Extra Info)
“Judice has been warming up since she got here at 7am.’
1. Is the sentence showing us a period of time or a start of a period? ( Start of a period)
2. Is Judice still busy working out? ( Yes)
3. At what time she get there? ( 7am)
4. Do you work out so early and why/why not? (yes/no, +extra info)
4. What is the grammatical structure of I have been running since 7am.
the target language? (Include positive, Positive Structure:
negative and question forms if ‘Pronoun’ Have/has + been + present participle (ing) +since/for
appropriate)
I have not been running for 2 hours.
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 Negative Structure:
‘Pronoun’ Have/has + not + been + present participle (ing) +since/for

Has he been running since this morning?

Question Form:
Have/Has+ ‘pronoun’+ been+ present participle(ing) +since/for+?
5. How will your students work out the I will use guided discovery to in the ‘presentation: Meaning’ stage to show my students the rules for
rules for the structure? structure in a sentence.
I will be using the board and a picture as my main prop.
Students will have a dialogue given along with an activity where they’ll need to fill in the correct form.
6. Which features of pronunciation will The teacher will focus on features of connected speech especially contractions, disappearing sounds and
you focus on? For example: Connected illusion, and changing sounds that may present themselves in the present perfect continuous tense.
Speech. Review Unit 6 for more ideas.
For eg.
Contractions:
All available pronouns +have/has for example “I have” changes to “I’ve”. /aɪv/
Disappearing sounds and Illusion:
This happens when individual sounds are removed to make speech more efficient for example in the sentence ‘I have
been eating veg(e)tables to stay healthy for gym.’ /ˈvɛdʒ(ɪ)təbl/
Changing sounds:
When a consonant is followed by another consonant, one or both sounds change for example “ She has
been walking more to keep her blood pressure low” /blʌd prɛʃə/

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Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern

Example: Example: Example Example: Example: Example:

Warmer To get students thinking in : T-S T provides a set of cards with words Ss take it in turns to pick a
English, raise energy levels, and 10 from the previous lesson. T divides Ss card and then draw or
to activate prior knowledge. minutes into groups. T instructs Ss to pick a card describe the word to the
S-Ss one at a time and describe their word rest of their group. The
Ss-S for the group to guess. other Ss need to guess
what the word is.
Warmer Have students start thinking in 6 OCFB T will place pictures on the board with Ss will now have discussed
English by asking prior minutes S-S different types of workouts. T will then with their peers about,
knowledge on present perfect put learners in groups of 4 and ask them start to think more in
continues tense and get their to discuss about which workout they English and understand
moods raised for the lesson enjoy and why?( Activity 1) more about the
background.
Presentation: To let the students use their own 10 T-S 1. T will elicit an example of a Ss will have answered T
Meaning knowledge to understand the minutes OCFB dialogue on the board along when asking CCQ’s and
meaning of present perfect with a picture provided to the have done the activity
contentious tense and the students provided by T. Ss will have
difference between the Eg. a better understanding
sentences using ‘for’ and ‘since’. A. Your legs look amazing! around the structure and
What exercises have you difference between the
been doing? usage of ‘since’ and ‘for’.
B. I’ve been doing squats for 2
years now.

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 A. I haven’t been practising
those since I was 16 years
old!
B. It’s the best. My mom has
been saying I should try
lunges, but they are too
much work.
2. T will now take one sentence
from the dialogue and do CCQ’s
such as ‘Is he still doing squats
today?’ or ask them to fill in the
missing words
Eg. My mom ____ _____ _____
I should try lunges(has,been,
present participle)
3. T will now provide Ss with a
quick activity to do to help
understand the structure.
Presentation: Ss to be able to understand, see 6 T-S T will use the board to write down the Ss will have a better
Form and identify the different minutes positive, negative, question structure understanding of the form
grammatical structure of along with sentences helping as for the tense and will do
present perfect continues tense. examples, and give an activity where the worksheet that T
students can familiarize with the provided them.
structure. (Activity 3)T will monitor
closely.
Example:
Positive structure:

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 Have/has + been + present participle
(ing)(+since/for)
Negative structure:
Have/has + not/never + been + present
participle (ing),(+since/for)
Question Structure:
Has/have ‘pronoun’ + been+ Present
participle(ing)(+since/for)
Presentation: For students to be able to use 7 T-S T will use ‘sentence stress’ to highlight Ss will have a better
Pronunciation the sentence structure correctly minutes important words to Ss that are written understanding of how the
when speaking with someone on the board. words are pronounced and
else. T will also use choral drilling with Ss. how they flow natural with
This helps students to pronounce the using speech through
words better and identify which words choral drilling.
are stressed.
Eg.
I have been working out for 2 Hours
since I was 17.
Practice: For the students to have a better 10 Ss-Ss 1. T will pair Ss into groups of 2. Ss will have completed the
Controlled practice understanding around the minutes 2. T will then hand out worksheets activity provided. Ss will
structure of the text by doing an where Ss will have to rearrange also be able to rearrange
activity on their own to use their the sentence correctly.( Activity sentences correctly. Ss will
knowledge. 4) have shared their
knowledge together to
help them gain a deeper
understanding.

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Production: Freer To have students feel better 16 Ss-Ss 1. T will put the students into Students will have
Practice about their sentences minutes groups of 4. discussed with their group
structuring and feel as if their 2. T will then provide each group about different sentences
English is flowing naturally when with a scenario card of they can use to form a
having a conversation someone exercising. ( Activity 5) story and shared
3. The group will then have to role- knowledge that they have
play a situation regarding the gained with the group.
picture but using the correct They would also have a
tense with the correct usage of feeling of independence
words ‘since ‘and ‘for’ every due to making their own
now and then. story.
4. Each group will then have a
chance to role-play their story to
the class
Cooler Recap all sections done 5 T-S T will go over all the work swiftly and do Ss will answer the
throughout the lesson to see if minutes a CCQ in-between for the different questions and feel more
the students understood the usages of ‘since’ and ‘for’ confident at the end of the
lesson and tell the students that lesson after learning
they did well to leave the something new.
classroom feeling happy.
Lesson Rationale (700-1000 words):
In this lesson plan assessment, I have chosen to do the PPP structure. The benefits of PPP is that it helped me plan an easier and chronological lesson where
my students would not lose track and not make them confused. It also made sure that I was more prepared for lesson and was able to use the correct
materials at the right time. The PPP also helped me use appropriate activities to reach my students needs that needed to be taught and kept them interested
in the lesson. When learners were busy with the lesson, it made them feel more confident to achieve correct answers and felt safe to have a structured
lesson with a teacher that knew their work. The structure helped me as a teacher even more to understand ‘tenses’ better.

8 Lesson Plan 150823

With my aim being that the students should be able to identify the difference between ‘for’ and ‘since’, it is easily achieved in the stages of my lesson plan.
In the warmer stage, I set that mood and prepare my students for the lesson by recapping their previous knowledge about present perfect continuous and
making them start to think in English. I made my students talk about their favourite workout in the present perfect continuous tense.

With the ‘meaning’ phase, I achieved my aim of letting the students see the difference between ‘since’ and ‘for’ in the present perfect continuous tense. I
achieved this aim by having my students do an activity where they had to fill in missing words in sentences and identify the present particles. This helped the
students realise where they should use the correct word in a sentence, especially in the present perfect continuous tense. They then could understood the
meaning of the two words and the grammar rules better.

In the ‘form’ stage, my aim of having students understand the structure of the tense was achieved. I gave my students activities where they had to change
one sentence structure into a different sentence structure that was requested. My students had a deeper understanding of the structure and could even
change the structures on command.

Regarding the ‘pronunciation’ stage, my aim for students to pronounce sentences correctly, was achieved by using various methods such as making students
notice stressed words within the sentences I was saying and using choral drilling with the students to be able to pronounce words within a sentence and be
able to have a full conversation that flows naturally. This way my students could build confidence and engage more with talking to their peers and family.

With the ‘controlled practice’ stage, my aim for letting students do an activity on their own was achieved by handing worksheets out regarding rearranging
words to form the correct sentence structure. The students had to test their skills and knowledge to change sentence in the correct order on command.
Students were able to identify when a sentence is written incorrectly or said incorrectly and gained a deeper understanding.

In the ‘freer practice’ stage, my aim of students feeling comfortable within their environment of speech was achieved by letting the students get put into
groups and role play a story with a picture that was given to the group using the correct. The students had to tell their story to the whole class and have felt
a feeling of independence to be able to do something on their own without the teachers help. The ‘cooler’ stage aim was achieved when I had my students
more confident after the lesson by recapping the lesson with CCQ. The students could answer my question which means the lesson was effective.

9 Lesson Plan 150823

If my activity didn’t go to plan in the pronunciation stage, I would use CIC as my go to activity. By doing this, I’d say the whole sentence out loud and then
taking individual parts/sounds of the sentence by building it up into one full sentence again. This would also help the students to speak full sentences out
properly and more fluently. If the students were struggling with the activity in the ‘controlled practice’ stage, I’d provide them with an activity with the
incorrect usage of a word and ask the students to identify the incorrect word and fix it with the proper word.

In my ‘warmer’ stage, I was wanting to do a dice game where my students had to roll a dice and tell a story with the number the on dice that is related to the
topics on the board. I didn’t want to do this activity because I only have a limited time with my students and wanted to focus on more important sections of
the lesson. If my ‘Freer’ stage didn’t go to plan, I’d let the students have a debate about the correct usage of words but then realised it wouldn’t work because
the students aren’t in the correct level of learning for a debate discussion and would struggle to start debating.

WORDS:821

Bibliography (if needed):

Bibliography
There are no sources in the current document.
All images are from google:
Timeline:https://www.google.com/url?sa=i&url=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fwww.grammarwiz.com%2Fpresent-perfect-continuous-tense.html&psig=AOvVaw3Z0fHw2XS-
HqbxYTKruWgK&ust=1704887972251000&source=images&cd=vfe&opi=89978449&ved=0CBIQjRxqFwoTCJD0weKg0IMDFQAAAAAdAAAAABAD
SQUATS:
https://www.google.com/imgres?imgurl=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fwww.verywellfit.com%2Fthmb%2FiIHK1jwmZhBs52Ur2aNtiRqePoo%3D%2F1500x0%2Ffilters%3Ano_upsc
ale()%3Amax_bytes(150000)%3Astrip_icc()%2FF-i-t-t-principle-what-you-need-for-great-workouts-1231593_final-
d576e82548c64a06837742b9d23933dd.jpg&tbnid=k83lzzJFvvP7tM&vet=12ahUKEwiiqtX129KDAxWVuycCHXuGBGEQMygjegUIARCsAQ..i&imgrefurl=https%3A%2F%2
Fwww.verywellfit.com%2Fsample-workout-schedule-
1230758&docid=4tKvoden9MtvHM&w=1500&h=1000&q=different%20types%20of%20workouts&ved=2ahUKEwiiqtX129KDAxWVuycCHXuGBGEQMygjegUIARCsAQ
RUNNING: https://www.google.com/imgres?imgurl=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Feosfitness.com%2Fwp-content%2Fuploads%2F2023%2F09%2FCARDIOVASCULAR-WORKOUTS-
300x169.png&tbnid=f-
tbPKUrk3kThM&vet=12ahUKEwiiqtX129KDAxWVuycCHXuGBGEQMyhOegUIARCOAg..i&imgrefurl=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Feosfitness.com%2Fblog%2Fa-quick-guide-to-
different-types-of-
10 Lesson Plan 150823
workouts%2F&docid=O7CptK182EPmOM&w=300&h=169&q=different%20types%20of%20workouts&ved=2ahUKEwiiqtX129KDAxWVuycCHXuGBGEQMyhOegUIARCO
Ag
STRETCHING:https://www.google.com/imgres?imgurl=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fmedia1.popsugar-

assets.com%2Ffiles%2Fthumbor%2FodmBq9MQsI19YGMFXhGtvIW6YaU%2Ffit-in%2F2048xorig%2Ffilters%3Aformat_auto-!!-%3Astrip_icc-!!-

%2F2020%2F07%2F16%2F818%2Fn%2F1922729%2Ftmp_k9A9bw_d02ae5df66328bdb_GettyImages-

1186623602.jpg&tbnid=VsiS49Jpmv6NvM&vet=10CCMQMyjhAWoXChMIgKKHiN_SgwMVAAAAAB0AAAAAEAM..i&imgrefurl=https%3A%2F%2Fround-lake.dustinice.workers.dev%3A443%2Fhttps%2Fwww.po

psugar.co.uk%2Ffitness%2Ftips-for-doing-your-home-workouts-outside-

47627948&docid=C1q1VlFpVea7gM&w=2048&h=1561&itg=1&q=different%20types%20of%20workouts&ved=0CCMQMyjhAWoXChMIgKKHiN_SgwMV

AAAAA0AAAAAEAM

11 Lesson Plan 150823

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

Activity 1: Picture discussion

Running
Gym Yoga

Activity 2:
Question 1
Have a look at the following sentences and answer the following questions:

(prop picture)

1. He has been playing rugby since he was eight years old.

1.1 Is he still playing rugby?
1.2 At what age did he start playing rugby?

2. Sheila has been stretching for 5 minutes after jogging since 7am.
2.1 How long has Sheila been stretching for?
12 Lesson Plan 150823
2.2 At what time did Sheila start jogging?

3.
Daniel lifts weights since primary school.
3.1 Daniel _____ _____ _____ weights since primary school. (Has or have, been, present participle)
Amelda gyms for 2 hours every day since December.
3.2 Amelda_______ ______ _______ for 2 hours every day since December.

Activity 3:
Change the following tenses:
1. Change the following negative structures to positive structures:
1.1 Timothy hasn’t been doing his homework everyday.
1.2 Frank hasn’t been focusing since he started gym.
1.3 He hasn’t been working out because he isn’t seeing any muscle growth for 2 months.
2.Change the following positive structures to question forms:
2.1 Jenna and Dane have been baking cookies all day.
2.2 She has been having headaches since 1pm after her yoga session.
2.3 Gerald and Melanie have been exercising together for 6 years.

Activity 4:
Unscrambling sentences:
1. hours/squats/have/doing/2/for/been/I/
2. doing/been/18/since/I/ was/have/squats/I
3. running/has/been/since/6am/Joe
1. a/running/while/Joe/for/has/while/been
4. for/when/saw/this/been/have/I/ stretching/you/you/morning/quite/time/some
5. morning/you/have/stretching/since/this/been

13 Lesson Plan 150823

Activity 5:
Create a role-play with the following pictures:

Group 1 Group 2 Group 3

14 Lesson Plan 150823

15 Lesson Plan 150823