Tugce Kilic Tugce Kilic

Beginner level


T will show some visuals and try to elicit as much info as possible from the sts regarding the present cont. tense. Sentences uttered by the sts will be written on the board to create a scaffold for the next stage which is language focus. Through sts' own sentences (in present cont.) T will highlight the MFP. As there are no "I" and "You" pronouns related to the visuals T will elicit sentences with these pronouns as well. Via the sentences on the board T will highlight the negative form with the help of sts. Then sts will be given a photo showing different characters in action and create sentences matching the given verbs with the characters on the pic. Following this there will be a TRUE-FALSE exercise stage to check the negative form and then T will divide class into three groups of 5 ppl and give them cue cards for each group member to mime the action on the card and other sts to guess what s/he is doing in full sentence like "You're swimming."


Abc cutting edge teacher's resource book
Abc cue cards - T made.
Abc visuals of clothing items - T made.
Abc TRUE-FALSE exercise - T made.

Main Aims

  • To make sts recognize Present Continuous tense and use it orally in the context of the different visuals showing actions.

Subsidiary Aims

  • To provide accuracy in students' speeches when they use Present Continuous tense.


Warmer/Lead-in (5-7 minutes) • To make sts familiar with the verbs that they will use in the upcoming stages.

1) T gives each pair of sts a set of 10 pictures for each group and asks them to decide and write the verb that describes the actions of the people in the pictures. (reading-writing-walking-talking-sleeping-eating-working-playing-drinking-running) 2) Whilst the sts are working in pairs, T writes the verbs on the WB and to check their understanding, T will then ask each group to come and stick the correct pictures on the board under the relevant verb.

Exposure (5-7 minutes) • To expose sts directly to the TL

1) T will ask and write the question "what is he/she/it/they doing?" by pointing each picture on the board as the pics are already on the board. 2) T will try to elicit the present continuous form from the sts and write their answers to the board. 3) For the subject "I", T will only write "I" and wait for the sts to complete the sentence as she was miming "swimming". 4) For the subject "You", T will write "You" and wait for the sts to complete the sentence as she was pointing her ear to elicit the verb "listen". 5) For the subject pronoun "We", T will point at the whole class to say "We are learning English."

Focus on Meaning (2-3 minutes) • To focus on the meaning of present continuous tense

The sentences will already be on the board and T will check the meaning of the sentences by asking CCQs such as: a) Is he walking now? (Yes.) or tomorrow? (No.) b) Is she playing her guitar at the moment? (Yes.) c) Are they running right now? (Yes.)

Focus on Form (3-4 minutes) • T highlight the form of the present continuous tense

T will emphasize the form of present continuous tense by showing the sentences on the board. Subj. + auxiliary verb (to be) + Verb -ing + time expression. T will show the contracted form as well. She is - She's / He is - He's / It is - It's / They are - They're / I am - I'm / You are - You're The last step in this stage will be the negative form of the tense. T will elicit the negative form from the sts and add this info to the sentences on the board to practice the negative form. Subj. + auxiliary verb (to be) + NOT + Verb -ing + time expression. She is not - She isn't / He is not - He isn't / It is not - It isn't / They are not - They aren't / I am not - I'm not / You are not - You aren't

Focus on Pronunciation (2-3 minutes) • To highlight the pronunciation and stress of the words when using present continuous tense.

T will do some drilling on the pronunciation because together with the subject pronoun, auxiliary verbs are often contracted such as "I'm" and become the weak forms.

Practice #1 (5-7 minutes) • To check sts understanding of the form and spot any errors immediately.

T will give sts a picture of people doing some activities on the beach and their names will be written. The verbs will be provided as well, so that sts will match the person with his/her activity and produce a sentence like "Susan is reading a book."

Practice #2 (5-7 minutes) • To check sts ' understanding of the negative sentences.

Related to the picture provided in the previous stage T will give sts some FALSE sentences like; Susan is swimming in the sea." They are expected to say "FALSE. Susan isn't swimming in the sea."

Production (8-10 minutes) • To make sts use the TL by a miming game

Each student will be given a verb to mime in groups of 4 as there may be some sts who would be shy to perform in front of all the class. Students will not show their cards to each other and mime the verb they see on the card. The rest of the group members should produce the full sentence like "You're reading a book." And then the other members of the group take their turns.

Error Correction (2-3 minutes) • To provide delayed error correction after the productive task

T will do delayed error correction after monitoring students during the production stage. T will check their pronunciation and whether they can use the correct form of present continuous tense or not.

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