Dalya Diker Dalya Diker

Grammar Lesson on 'For & Since'
Pre-Intermediate level


In this lesson, students will be introduced to the usage and form of 'for/since' and consolidate their new knowledge with various exercises including controlled and semi-controlled practices. They will also get to practice speaking with different interaction patterns and they will be given some error correction by the end of the lesson (and possibly during the lesson).


Abc Controlled Practice (for or since?)
Abc Image showing different usages of for and since
Abc ex. 1 pg. 21
Abc Hand-written HO

Main Aims

  • To provide clarification of the form and usage of 'for & since'

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of what they can remember about me and my friends.


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

I will start by writing model sentences with for and since on WB and elicit the source of these sentences. They will be missing the time expression. Students will be asked to come to the WB and fill the gaps. Then I will ask the other students if they agree on the answers.

Guided Discovery (7-9 minutes) • To facilitate the understanding of the TL by means of Guided Discovery

Handouts with ex. 1 pg. 21 on them will be given to the Ss. They will have 90 seconds to answer the questions in pairs. They will be asked to write full sentences for question 1. I will use an ICQ here as "Can you write 'in 2008' for question 1?" Before the WCFB, they will get to check their answers with their partners. Then I will elıcıt the answers from them. For the 2nd question, I will ask them to justify their answers. During the WCFB I might do some error correction depending on the mistakes that they make.

Clarification (4-6 minutes) • To clarify the meaning, form and pronunciation of the target language

After eliciting the answers from the Ss I will draw a table on the WB which clarifies the usage of the TL. Then I will give out the handout which illustrates the usage of for and since. I will draw a timeline on the WB thereby demonstrating the meaning of the TL. I will give further explanation to make sure all the Ss are clear. At this point we can make some pronunciation drills on the weak form of 'for'.

Clarification (6-7 minutes) • To make sure all Ss are clear on the 'start points' and the 'durations'

We will play a game in which students will form 2 teams of 'rabbits' and 'turtles'. They will form 2 lines in the middle of the classroom. Papers marked with 'for' and 'since' will be stuck on the WB. I will read some time expressions and they will try to grab a paper which they believe has the right answer before the other team. When the expressions are finished the points will be collected to decide the winner.

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

After being instructed on just doing part a first, Ss will be given handouts for ex. 1 on pg. 133. They will have 1 minute to complete and 30 seconds to check in pairs. Then I will elicit the answers from them by getting them to read some of the sentences and give them clarification if necessary. Then they will start doing part b, in which they should make the sentences true for themselves. They will have 3 minutes to complete the exercise and check with their partners. Then I will ask them to tell me some of their partners' answers.

Semi-Controlled Practice (4-5 minutes) • To concept check further and prepare students for free practice

After I instruct them about the next exercise I will give out a paper with ex. 2 and 3 on pg. 21. I can ask some ICQs such as "Will you use all of the ideas here?" "How many will you use?" "Where will you write these sentences?". They will have 1,5 minute to complete and I will collect their papers. I will read four random sentences from these papers and want the Ss to guess who wrote them.

Free Practice (7-9 minutes) • To provide students with free practice of the target language

For this last task, I will ask some students to move towards the middle of the class to form groups of four. I will ask them to try to remember things about me and my friends, discuss about it and write their ideas down. I will not give any clear time limits here and I will let them talk as much as possible and stop them 3-4 minutes before the end of the lesson. I will elicit the things that they can remember about us and make error corrections on the WB between each answer.

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