Bilal SAĞLAM Bilal SAĞLAM

present simple vs. present progressive
A1 level

Description

In this lesson, The ss learn the difference between the simple present and present progressive tenses. The teacher designs the lesson according to PPP method in which he is going to present the language first and then practice by doing some pair and group work and lastly,the ss are going to do some productive activities with some controlled and less controlled practices.

Materials

Abc A power point presentation
Abc A power point presentation
Abc computer, projector
Abc course book
Abc flashcards
Abc Gap- fill handout
Abc paper cut ups
Abc white board
Abc worksheet for pronunciation and grammar

Main Aims

  • To provide review and the comparison of the present simple and present progressive tenses in the context of Going out

Subsidiary Aims

  • To provide listening for aural recognition
  • To provide accuracy speaking practice in a dialogue in the context of "Going out."

Procedure

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

The teacher begins the lesson with two questions, "what do you do in general?, what are you doing now? and tries to elicit answers from the students. and then The teacher gives the course book page and wants the ss to listen and fill the blanks and also the ss choose the photo. They also listen to another audio and try to recognize what they hear.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

The teacher provides a context with a photo story and elicits the meaning with some CCQs from the students and then the teacher gives a handout on which the students will be able to see the written record of the story.They read the story individually again and answer the questions about the rules of present simple and present progressive.

Highlighting (8-8 minutes) • To draw students' attention to the target language

The teacher draws a time line on the board showing the time periods as past,now and future. The teacher makes the difference clear with two example sentences by showing one is happening at the moment and the other happens everytime. Also, the teacher draws a table to show the difference between the two tense structures. The teacher tries to elicit structure, form and function from the students by asking CCQs.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

The ss are given a hand out and they do the matching activity in pairs and then the teacher checks the answers and corrects the mistakes if necessary. The teacher makes groups and gives paper cut ups. The students are going to make meaningful present simple and present progressive sentences as groups and then the teacher is going to check their answers by monitoring each group and make the necessary corrections and give feedback to the whole class if necessary.

Controlled Practice (5-5 minutes) • To concept check and prepare students for more meaningful practice

The teacher gives a handout and the students are going to fill in the blanks with the suitable forms of the verbs given in the box individually and then they will check their answers with their partners. The teacher will provide the answers and

Semi-Controlled Practice (5-5 minutes) • To concept check further and prepare students for free practice

The teacher gives ss a handout and the ss are going to complete the other halves of the sentences given individualy. when they finish, they will check their answers with their partners.The teacher monitors the pairs closely and makes necessary corrections and gives an overall feedback if necessary.

Free Practice (7-7 minutes) • To provide students with free practice of the target language

This is going to be a contingency activity. The teacher will do this activity if he has enough time. The teacher gives ss some photos he used during the presentation stage. The ss will look at the photos and ask and answer questions by using present simple or present progressive tense in pairs. The teacher will monitor the pairs closely and give feedback to each. He will give a general feedback if there are general mistakes. This will be a speaking for accuracy practice.

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