I-To-I Grammar assingnment 2 Teaching English As a Foreign Language (I-To-I Teaching
English As a Foreign Language)
Name of the Teacher Date Level of the class Length of lesson
Jacomina Daniels 2 May 2025 Intermediate (B1) 60 minutes
Lesson Type:
Grammer Lesson
Lesson Topic:
Present perfect continuous with ‘since’ and ‘for’
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…
Determine the appropriate usage of ‘for’ and ‘since’ when using the present Had a leading conversation between each other using the words ‘since and for’
perfect continuous tense as often as they can when answering each other’s questions.
Written these target Grammer by completing a worksheet where they need to
complete the sentences with ‘since and for’.
Example sentence:
I have been running since 6am
I have been running for 2 hours
mailto:https://www.stuvia.com/user/Wisdoms
, 1 Lesson Plan 150823
mailto:https://www.stuvia.com/user/Wisdoms
, 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. Making sure I have all the student’s attention during the pronunciation phase,
and as I do CIC and chorus pronunciation, I will draw the student’s attention
1. Pronunciation and articulation of some of the words may be difficult for the to my mouth shape and emphasize sounds.
students as it is not their first language. They might struggle with some silent
letter sounds eg. The e in since, as in French the pronounce each letter sound. 2. I will focus on the meaning of ‘for and since’ in explaining the difference in
For my Italian student they might struggle with pronunciation of ‘th’, ‘h’, and meaning and how it affects the verb tenses and I will use visual aids like
‘w’ sounds. The ‘th’ sound is also not common in French and might also lead timelines or diagrams to illustrate the duration of time and the point in time.
to pronunciation challenges for my French students.
3. I will provide clear examples by using a variety of sentence structures with
2. The actual concept of when to use ‘for and since’ being that since is used with ‘for’ and ‘since’.
a starting point in the past and for is used with a duration of time
4. I'll be sure to utilize individual names during class exercises to promote
3. Students might struggle with phrases like ‘a short time’, ‘years,’ ‘months,’ or involvement, and I'll give people who appear to be dominating passive roles.
‘days’, and which preposition to use with them.
5. I have added activities that is exciting and will be keeping them engaged by
4. It could be challenging for the less confident pupils to participate in the scoring the teams we made in class during the control practice stage.
activities if the more confident kids take over.
6. I have added a lot of activities for them to practice the difference between
5. As English is not my students L1 and to learn grammar is difficult they might for and since. After each activity we will check the answers and I will pay
not seem interested in the lesson and as they are young students their special attention to the students that find the structure difficult. I have added
attention span might not be too long visual aids like timelines to help with understanding the target structure. I will
also do a lot of repetition for them to grasp the concept.
6. The present perfect tense in English, which expresses an action that started
in the past and continues in the present can be difficult for my French L1
students as French doesn’t have a direct equivalent. And by this they might
get confused between the difference between ‘for and ‘since’ as both
translate to ‘depuis’ in French.
2 Lesson Plan 150823
mailto:https://www.stuvia.com/user/Wisdoms
English As a Foreign Language)
Name of the Teacher Date Level of the class Length of lesson
Jacomina Daniels 2 May 2025 Intermediate (B1) 60 minutes
Lesson Type:
Grammer Lesson
Lesson Topic:
Present perfect continuous with ‘since’ and ‘for’
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…
Determine the appropriate usage of ‘for’ and ‘since’ when using the present Had a leading conversation between each other using the words ‘since and for’
perfect continuous tense as often as they can when answering each other’s questions.
Written these target Grammer by completing a worksheet where they need to
complete the sentences with ‘since and for’.
Example sentence:
I have been running since 6am
I have been running for 2 hours
mailto:https://www.stuvia.com/user/Wisdoms
, 1 Lesson Plan 150823
mailto:https://www.stuvia.com/user/Wisdoms
, 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. Making sure I have all the student’s attention during the pronunciation phase,
and as I do CIC and chorus pronunciation, I will draw the student’s attention
1. Pronunciation and articulation of some of the words may be difficult for the to my mouth shape and emphasize sounds.
students as it is not their first language. They might struggle with some silent
letter sounds eg. The e in since, as in French the pronounce each letter sound. 2. I will focus on the meaning of ‘for and since’ in explaining the difference in
For my Italian student they might struggle with pronunciation of ‘th’, ‘h’, and meaning and how it affects the verb tenses and I will use visual aids like
‘w’ sounds. The ‘th’ sound is also not common in French and might also lead timelines or diagrams to illustrate the duration of time and the point in time.
to pronunciation challenges for my French students.
3. I will provide clear examples by using a variety of sentence structures with
2. The actual concept of when to use ‘for and since’ being that since is used with ‘for’ and ‘since’.
a starting point in the past and for is used with a duration of time
4. I'll be sure to utilize individual names during class exercises to promote
3. Students might struggle with phrases like ‘a short time’, ‘years,’ ‘months,’ or involvement, and I'll give people who appear to be dominating passive roles.
‘days’, and which preposition to use with them.
5. I have added activities that is exciting and will be keeping them engaged by
4. It could be challenging for the less confident pupils to participate in the scoring the teams we made in class during the control practice stage.
activities if the more confident kids take over.
6. I have added a lot of activities for them to practice the difference between
5. As English is not my students L1 and to learn grammar is difficult they might for and since. After each activity we will check the answers and I will pay
not seem interested in the lesson and as they are young students their special attention to the students that find the structure difficult. I have added
attention span might not be too long visual aids like timelines to help with understanding the target structure. I will
also do a lot of repetition for them to grasp the concept.
6. The present perfect tense in English, which expresses an action that started
in the past and continues in the present can be difficult for my French L1
students as French doesn’t have a direct equivalent. And by this they might
get confused between the difference between ‘for and ‘since’ as both
translate to ‘depuis’ in French.
2 Lesson Plan 150823
mailto:https://www.stuvia.com/user/Wisdoms
