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Copy of The grammar of present perfect continuous with the use of for and since
intermediate level


Throughout this lesson, the focal point will be the functional use of present perfect continuous. The lesson will also highlight the use of for and since with time expressions. Moreover, the students will be able to identify certain stative verbs and understand that they must not be utilized in the present perfect continuous.


Abc HO 2
Abc Flash cards
Abc HO 1

Main Aims

  • To introduce present perfect continuous with for and since in the context of life changes. To highlight the avoidance of the stative verbs (be, know and understand) in the use of present perfect continuous.

Subsidiary Aims

  • To help the students use the present perfect continuous in their speaking.


Lead-in (2-4 minutes) • To engage the students in the context in which they will learn the grammar

I will refer back to the reading the students had by asking: who did you guys just read about? Where does she work? Is she still working now? The students will then be asked to directly go back to the reading and tell me when Zoƫ started working. At this point, I will write the sentence they find on the W/B.

Meaning of TL (2-4 minutes) • To help the students understand the meaning of the TL

I will ask the students the following: When did the action start? Is it finished? What tense is being used? The students will then be exposed to a timeline I will draw on the board.

Form of TL (4-7 minutes) • To place emphasis on the correct form of present perfect continuous

I will now ask the students to identify the form (have/has +been + the ing form of a verb). I will also ask how this form could be changed to the negative form. I will continue by having a more natural practice of the pronunciation. There will be a pronunciation drill with at least 5 times of repetition.

Pre-controlled practice (5-6 minutes) • To activate production with various verbs

I will elicit verbs related to working on a farm. (feed, water and pick) could be some of these verbs. Following that, the students will be encouraged to make sentences with the elicited verbs in pairs using both the negative and positive form of TL.

Controlled practice (7-10 minutes) • To solidify the TL

I will start this stage by directing the students to read ex 1 on the HO I will provide (avoiding the gaps) to report to their partner what changes happened in Dave's life. They will then be asked to fill in the gaps. During this time, I will be monitoring without interference. Once I feel that W/C has finished, I will elicit some answers and put them on the W/B. I will get F/B and tackle any problems that may occur.

Introducing related time expressions with for and since (5-7 minutes) • To teach the use of related time expressions by using for and since

I will now refer back to the timeline which has been left on the top of the W/B. At this point, I will introduce for and since through the timeline. I will also add a new timeline with more specificity in terms of dates (exact time references). I will then divide the students into four groups and provide the HO (flash cards which include time expressions used with for and since). They will be asked to go to one corner of the room and either place the flash cards on the paper saying for, or the paper saying since. It should be noted that these pieces of paper will have been positioned around the classroom prior to Lisa's class.

Checking production (3-4 minutes) • To check the understanding of the students in terms of using for and since correctly

I will now direct the students to go back to their prior group formation. Moving on, I will give HO to each group. This will provide them with the opportunity to check their answers and also serve as a reference to the TL.

Personalization (5-10 minutes) • To help the students use the TL in accordance with their own lives

I will introduce the question format of TL by writing how long on the W/B. I will extract a few (3-5) correct examples and highlight them on the W/B. At this particular time, I will bring one student in front of the class and have the others ask questions using how long, while encouraging answers using for and since from the student. Provided that time allows it, I will repeat this process 2 or 3 times.

Personalized production (3-5 minutes) • To provide more practice of the TL

I will assign the students to pair up with a partner and ask each other questions using TL in terms of both questions as well as answers. During this time, I will monitor them closely and do delayed correction on the W/B.

The introduction of stative verbs and their avoidance in TL (4-6 minutes) • To aid the students in understanding that stative verbs are not used in TL

I will write the verbs: be, know and understand on the W/B and emphasize on the fact that they cannot be used in the TL. I will demonstrate this by comparing them to action verbs such as do, eat and so on. I will wrap up the session by giving students time to do ex 3 on the HO. The answers will be checked as a W/C.

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