Benjamin Benjamin

Unit 2.1
Level 2 level


In this lesson students will review an consolidate the difference between present simple and present continuous. Student also learn how to talk about work and study with vocabulary.


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Main Aims

  • To provide clarification, review and practice of present simple and present continuous in the context of jobs and studies

Subsidiary Aims

  • To provide clarification and practice of jobs and studies.


Warm up (10-10 minutes) • Introduce the topic of the lesson

Tell Ss to think of a person they know well who has a job. Students answer the following questions individually on a paper. Tell the students to not explicitly tell what the job is in the answers. Where is he now? What's he doing at the moment? Where does he work? What time does he usually go to work? When does he get home? Does he work alone with people? Doe she work outside or inside? Students exchange papers and try to guess the job.

Vocabulary from the Book (10-10 minutes)

1. Wc answer the questions 2A. Check the meaning of "provide service" Do the activity and check the vocabulary (products, desks, open-plan, manages) Students can add this to their vocabulary 2B. Listen and repeat

What do I do hand out (15-15 minutes)

From Speak out p. 193 Arrange the students in groups of 4 and distribute one set of cards per group. These are placed facing down in the middle. The first student gets a card a describes his job to a group. If the students guess the keep the card. The student must not show his card. The student with the most card wins. After we can debate which is the best and worst job and why.

What do I do ppt (5-5 minutes)

Follow the powerpoint and students guess the job. This is a warmup for the following activity where students will do a similar thing.

Listening (10-10 minutes)

Check the definition of motivation 3A This is an imaginative exercise. Encourage the students to do the first one together. Elicit feedback and write their ideas on the board. 3B Listen and check. Students should take note of other ideas they hear. Check and debate which is the best. 4A Check the meaning of the phrases in the box. Listen and check 4B listen and answer

Warm-up (10-10 minutes) • Introduce the grammar topic

Divide the board vertically in two. On the left put the pictures about Ivan's normal life. (He drives to work, he works at a bank, She has lunch at a cafe) Elicit the present simple sentences about his life. On the other side of the board put pictures that establish what he is doing right now. (holiday). Get students to create the sentences in p. continuous and contrast it with his normal life. Elicit form the students the tense and the everyday vs now

Grammar from the Book

5A Follow the book 5B Follow the book p.130 Language bank

Grammar form, meaning and use (15-15 minutes)

Student on the board with the assistance of a teacher and the Language Bank will elect the forms and meaning Meaning: Present simple is for talking about things that happen always, usually, regularly, frequently, sometimes, often, hardly or never. Use a cline for this. Present continuous are for things happening now. Except for state verbs:be, hear, feel, believe, see, like, think, know...). Its normal to see the words now, at the moment, currently, this week... Students write this in their notebooks

P.Simple vs P.Cont Handouts (15-15 minutes)

How often do you (speak out p.151) Students in pairs have 1 handout. In pairs they decide if the question is correct and follow the lines to spell a word. WCFB New English File p. 166

The teachers Life (10-10 minutes) • practice contrasting p simple and p cont.

I write a few things i usually do Then I tell students that i'm trying to lose weight and that this month I'm going to do different things. Get students to elicit and contrast. e.g. I never go to the gym but this month I'm going to the gym everyday.

Present continuous miming game (10-10 minutes)

There is a list of 15 actions. Divide the class in to 2 teams and in turns a team member mimes an action and the teams have to guess and get points.

Postcard chain (cadaver exquisite) (20-20 minutes)

Ask students to imagine that they are writing a postcard while they are sitting on the balcony of their hotel room, on the beach or outside a café. They should naturally use the Present Continuous to describe what is happening at the moment they are writing and the Present Simple for their daily routine while on holiday. Students write a fist line to the postcard and fold it so the next person writes a line without knowing what was in the previous line. Cards get passes around and then we read them out loud.

Describing paintings (20-20 minutes)

DESCRIBING A PICTURE (A PAINTING OR A PHOTO) WHEN WE DESCRIBE A PICTURE WE NORMALLY USE:  THERE IS / THERE ARE TO SAY WHAT IS IN THE PICTURE, E.G. THERE IS A TABLE AND A VASE WITH FLOWERS IN IT. THERE ARE TWO PEOPLE.  THE PRESENT CONTINUOUS TO SAY WHAT THE PEOPLE ARE DOING, E.G. THE WOMAN IS STANDING AND THE MAN IS SITTING.  SOMETIMES WE COMBINE THERE IS AND THE PRESENT CONTINUOUS, E.G. THERE IS A WOMAN STANDING NEAR THE WINDOW. Students in groups of 3/4 are given a painting and asked to come up with sentences describing them. After students come to the board and describe the painting to the class giving some extra info. Finally the whole class describe that they can see in the EL BOSCO painting.

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