Group: Date: Time: No.

of Students: Beginner N/A Approx 150 minutes 9-12 students Recent topic work: Recent language work: Past progressive tenses Aims: To present and provide practice of the use of for and since with the present perfect when talking about the duration of a continuing state or action. Objectives: Students should be able grasp the appropriate use of the present perfect words FOR and SINCE in the context of duration of a continuing state or action. Assessment: The completion of each task will be the assessment. Nothing will actually be graded. Materials: Blackboard, magazine cut out of person, handouts (on grammar point, board game, gap fill, and autobiography), paper, audio recording of dialogue. Timing ENGAGE Picture Presentation Whole Class Activity 30 minutes Take a picture of a person from a magazine and pin it up on the board so that the students can see it. Ask the students to build up an imaginary life history for this person. To elicit the discussion the teacher will ask the students the questions (provided in Handout 1). Write the answers on the board in mere words (e.g. What does he do? Police officer). ** The teacher must also include dates and times in order to introduce the grammar point. Grammar Point Ask the students to Students achieve To introduce a new Study the picture and think about an imaginary life for this character. Share these thoughts during the class discussion and actively participate. Students actively participate and share their opinions. The discussion flows. To get the students in a mind frame where these concepts can be introduced. And engage their visual sense. To give the students practice speaking fluently about their ideas without penalizing them. Students start noticing similarities for previously taught material and build on that knowledge. Teacher Activity

Student Activity

Success Indicators

Aims of the stage

20 minutes

make complete sentences using two words from the board (e.g. police officer and 2002). Target sentence: Hes been a police officer since 2002. Write the sentence on the board and highlight the language. Write another example on the board with for (e.g. He has lived in Canada for six years). Encourage the students to give more examples using the language and words on the board.

the target sentence by themselves show understanding of the concept.

grammar concept, building on concepts they are already familiar with.

Students enthusiastically share new examples.

STUDY The Pointing Game Whole Class Activity 20 minutes On one piece of paper write FOR in capital letters. On another piece of paper write SINCE. Then proceed to pin the two pieces up on opposite sides of the classroom. Tell the students that they have to point to the correct word when a time, date or year is called out. (E.g. if 5 years is read out then the students should point to FOR. If When the teacher calls out a time expression, point to the appropriate word. Repeat the task, only this time say your answer aloud. Using the time expressions in the previous task make sentences including the words, FOR and SINCE. Students express the correct answers. To get students comfortable with the concept. To allow for repetition and drilling so they become more familiar with the new grammar point.

1988 then they should point to SINCE). When all the examples have been read out, the stick the pieces of paper with FOR and SINCE on the board. Repeat the time expressions again. Write the time expressions under the correct word, FOR or SINCE. Divide the students into pairs and tell them to make sentences using the time expressions and for and since. Ask them to make the sentences true for them. And give them a personal example of your own before they begin. For example, Ive been a teacher since 1992 Dialogue + Gap Fill Pair Work 20 minutes Listen to the authentic dialogue that the teacher plays. Listen to the authentic dialogue again and with a partner figure out what goes in the blank. Students fill in the gap fill with the correct words. To incorporate the following micro skills into the lesson: listening and reading. To give the students a sense of how this language is used in everyday conversations. Give the auditory learners an opportunity to grasp the concept better. Students are able to create new sentences by themselves or with a partner. Allows for students to peer evaluate and catch not only their peers mistakes but their own as well. Noticing is the best tactic to learning grammar points. To get the students actively involved by having them use their hands in a task. May be helpful for kinesthetic learners.

Play the students a recording of an authentic dialogue. Provide the students with a transcript that will have blanks in the spots that FOR and SINCE belong. Take up the answers with the class after they have completed the

activity with their partner. Board game Groups of 2-3 20 minutes When they land on a particular block they must complete the sentence written on the block in order to move on to their next turn. The first player to cross the finish line wins! Students are able to move along the board and participate in the game. There is a winner. A hands on controlled activity that will allow students to practice their abilities in producing their own language with these concepts.

Split students into pairs or groups of 3 and give them the board game and a die. Explain the rules of the game: In order to progress on the board they must complete a sentence using the words on the black they land on.

ACTIVATE Mini biography Pair Work 30 minutes Ask the students to choose a partner. Explain the task. As they prepare the questions walk around and encourage them to use their imagination and to find out NEW facts about their partner. Individually: prepare at least 10 questions about their partners life (how long they have been doing something or a possession). When the questions are ready the students will interview each other and make a note of the answers. Students ask questions that use the language learned today. A free activity where the students are the masters of their own language. This not only gives them practice with the grammar topic but also gives them some experiences in reporting speech.

Homework/Further work: For homework they will write up all the information they have found out based on an example mini-biography that the teacher has provided at the end of the class. All the mini-biographies will be collected together and made into a kind of class book for everyone to read!

Questions for Picture Presentation:

1. What is the persons name? 2. How old are they? 3. Where do they live? 4. What do they do? 5. What are their hobbies? 6. Are they married? 7. Do they have children? 8. Do they have pets? 9. Etc.

Grammar Point Handout:

Dialogue and Gap Fill:

Board Game:

References 1. Lesson Plan Format: Harmer, J. (2007). How to teach English. Essex, England: Pearson Longman. 2. Picture Presentation Activity: Callum, R., & Acklam, R. (2000). Action Plan for Teachers. Retrieved from http://englishagenda.britishcouncil.org/sites/ec/files/books-action-plan.pdf 3. Board Game Activity: ESL-Lounge. (2001). Board Game Materials. Retrieved from http://www.esllounge.com/board_gamesindex3.php 4. Grammar Point: Heads up English. (No date). Skills Builders: Grammar Preposition (For and Since). Retrieved from http://www.headsupenglish.com/skillbuilders/grammar/forsince.pdf 5. Dialogue and Gap Fill Activity: Heads up English. (No date). Skills Builders: Grammar Preposition (For and Since). Retrieved from http://www.headsupenglish.com/skillbuilders/grammar/forsincedialogue.pdf