Beril Akinci Beril Akinci

Teaching Practice 8 (Beril Akinci)
Elementary (A2) level


In this lesson, ss will be given a text to learn about the simple present and the simple continuous (and how to differentiate the two) through Guided Discovery. Once the students have figured out the meaning, function, and form, they will move on to a controlled practice WS and then to a freer practice to produce TL.


Abc GD Answer Sheet
Abc WS
Abc WS Answer Sheet

Main Aims

  • To provide clarification and practice of the present simple and present continuous in the context of diary entry

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of miming


Warm-up (2-3 minutes) • To set the context and to get students interested in it

T elicits a few modes of transportation modes of transportation there are. T write the modes on the board.

Lead-in (5-10 minutes) • To read for gist and detail and to expose ss to the target language

T gives instructions for the reading text and passes out the text. T will write on the WB: "Where is the speaker?" Ss will read for gist once. Feedback, WC, T asks, "How do you know?" Ss will unfold and read for details. Feedback through answer sheet.

Guided Discovery (10-15 minutes) • To get ss to discover the language by themselves

T will put ss into pairs. T will give instructions to ONLY do the first partT will distribute the GD worksheet. Ss will work on each section and check with a different pair and then stop for feedback before moving on to the next section. DRILL STUDENTS< BACK CHAIN

Controlled Practice (10-12 minutes) • To get students to practice the target language in a controlled exercise

T will put ss into new pairs T will distribute the WS. SS will have 2 minutes to work on each section and T will provide feedback after each section.

Freer Practice (4-6 minutes) • To get ss to use the TL in speech

Students will be put into groups of three. T will give a demonstration of the activity. Feedback

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