Cristine Eleni Andriopoulos Cristine Eleni Andriopoulos

TP 8: Grammar: Present Continuous
Elementary level


In this lesson, students will learn and practice the present continuous form in the context of traffic and movement. They will complete worksheets and do some fun interactive freer activities involving speaking.


Abc Listening T/F activity -Traffic report 2.27
Abc audio
Abc Grammar worksheet
Abc Picture activity Student A/B

Main Aims

  • Grammar- To provide clarification and practice of the present continuous in the context of traffic jams and body movement

Subsidiary Aims

  • Listening for specific information
  • Vocabulary: traffic and movement


Warmer - Istanbul traffic (3-5 minutes) • To get ss relating to the context "traffic jam" and introduce the TL=present continuous

Talk about Istanbul traffic with the students. Do you drive (a car) in Istanbul? What is it like? How do feel? Is it easy to drive in Istanbul? ~Elicit "traffic" ~Write "traffic jam" on the board = "when the traffic isn't moving, or is moving very very slowly" What do you do when there is a lot of traffic? Do you listen to the radio? What is on the radio? ~music / news / ~ write "listening to a traffic report" on the board = "hearing a live radio news report about the present traffic problems" Introduce listening activity

Listening for specific information - T/F (5-7 minutes) • For students to listen to the traffic report in order to answer the T/F and to hear a selection of verbs in the present continuous form.

Instructions: You will listen to an interesting traffic report on the radio. Read the T/F questions so you are ready to listen for the answers. If the answer is F. Try to make a note of what the right answer is. Check answers with partner. OHP Listening questions and write the answers. 1.T 2.F (Its moving very slowly) 3.T 4.F (They're standing in front of the cars) 5.F (The police are talking to the people standing in the middle of Oxford St.) 6.T

Clarification of Grammar (6-8 minutes) • For students to learn the proper form of the present continuous, its meaning, form, rules and usage.

From the T/F exercise, ask the students: When you listen to this (live) traffic report, are you hearing about the traffic yesterday? right now? or in the future? draw a time line on the board. I-----------------I--------------------I past present future xxxxxxx Discuss the placement of present continuous (and its difference from past simple) Something which is happening now, and still happening. illicit the form: subj.+ am/is/are + present participle (ing form) write + - ? on the board I'm teaching I'm not teaching Am I teaching? We're eating We aren't eating Are we eating? He is sleeping He isn't sleeping Is he sleeping?

Controlled practice- Worksheets (6-10 minutes) • To practice the grammar (controlled activities)

Chest the worksheet. PW Have students work in pairs to complete the grammar exercise 2. dialogues 1-4 If students finish early, read the dialog in pairs. FB on OHP / WC

Pre-teach present continuous vocab- images of actions (6-8 minutes) • For students to practice the present continuous and clarify their vocabulary of verbs

Show the students the images of the actions to elicit vocabulary Structure this eliciting in this way to cover all the TL forms What are they doing? Are they....? / Is he...." yes they are...../ yes, he is...... no they aren't....../ no he is not...... Drill the new words as they are introduced Vocab: Jumping driving yawning sneezing pulling pushing lifting dancing kissing crying running exercising weighing searching counting Give out image paper for reference

~~~If there's time (only 20-25 mins has past?)~~~Semi-controlled practice speaking. (6-8 minutes) • For students to describe a current situation using the present continuous

Split the pairs into A and B for their task. Instructions: You will each get a picture of 6 people in a small town. The pictures are not the same, but the people are. Keep you picture secret (do not show your partner. Try to find as many differences you can in the pictures by describing them to your partner. You will need to describe who you are looking at, where they are, what they are wearing, and what they are detailed as possible. Hand out the images, face down. students start and have 5 minutes to try to find the differences (There are about 6-7). F/B WC

~~~LEAVE 15 mins for this!!~~~~Freer Practice- Speaking (12-15 minutes) • for studens to be able to narrate to their partner what is happening in "Shaun the Sheep"

Shaun the Sheep- Shape up with Shaun Tell the students that they will watch a video. But only half of them will watch it, and the others will not watch. The video is 6 minutes long, but each person will watch only 3 minutes. Ask the pairs to face each other, one will be able to see the screen, but one will have his/her back to the screen. The one watching will describe what is happening (take notes) in the video while it is playing. at minute 3. Pause the video and ask the students to switch roles. At the end of the video the students discuss what happened. First part and second part. We watch the video as a whole class, and students can call out one by one what is happening.

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