shajeel shajeel

present simple and progressive
Intermediate level


In this lesson, students will learn the appropriate usage and difference between present perfect simple and progressive. The lesson is designed in a test-teach-test format, in which a freer activity and then small gap fill activity will be given to test their knowledge. Then a S centered GDD will be used to clarify meaning, form & pronunciation. In the end, a freer speaking activity will help Ss practice the target language.


Main Aims

  • To provide review, clarification and practice of their existing knowledge in the context of talking about complaining or complain and ask for refund for goods or services.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a a roleplay in the context of complaining and solving problems


Test (10-12 minutes) • To test the knowledge of the Target language

-Greet the Ss and ask them if they had fun in the last activity and how much fun it was. -Then divide them into three groups A, B &C. -Then show them the HO on the projector and tell them that they need to put the verbs in the box they want to. Demonstrate by asking a S about a verb, if he knows it then write it in the box with header 'I know this word' on the W/B. - Then distribute the sheets and ask them to work on it individually and give them 2-3 mins to finish. -Then ask them to discuss their answers with their groups, give them one minute. -Then ask them all to stand up and go and ask different people from all the groups about the 'words they don't know' and the 'words they are not sure about'. Give them 2-3 minutes, then ask them to come back to their seats. FB: Ask about the most common problems to assess if they need clarification.

Teach 1 (5-7 minutes) • To clarify the usage and concept of the TL

- -Show Ss the gap fill HO on the projector and give the instruction specified on the HO and distribute it. -solve the first one together with them and then ask them to fill the gaps, working in pairs. -In the end ask them to check their answers with other pairs and then unfold the HO for the answer key. Identify a pair while monitoring, who has solved correctly and understands the concept. FB: By asking a few pairs and then ask the identified pair to explain the concept to their peers, if possible.

Teach (6-8 minutes) • To clarify Ss issues identified in the first test

-Write the sentence on the W/B 'I've written two emails but I haven't received a reply' and try to elicit which one is this, present simple or present progressive. - show them the HO on the projector and explain the instruction given on the HO. Then pair them up and distribute the HOs and ask them to solve question 1 & 2 working together. Specify the time and give them 2-3 minutes to discuss. FB: Ask for the answers from different pairs and resolve any issues.

Test 2 (5-7 minutes) • To Check the concepts learned by the Ss

-Then change the pairs by assigning them numbers 1 & 2 and then ask 1s and 2s to sit together. -Display the activity on the Projector and try to elicit the first answer from the class. -Then ask them to work in pairs and write the correct from of the verbs given in brackets in the gaps. -Take FB and try to elicit the answers from the pairs. Then ask them to unfold the sheets to verify their answers.

Freer speaking activity (10-12 minutes) • Get the class to use the language they learnt freely

- Explain the scenario of the role play by putting the details on the projector and giving a demonstration. - Then divide the class in two groups A & B and then give their roles to them on chits. - Then ask members of group A to find any member of group B and do the role play, meanwhile I will monitor and observe for feedback. -If time ask them to switch the roles and find someone else to do the role play with again, now as the other character.

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