Meltem Alp Meltem Alp

Present progressive tense
Beginner level


Main Aims

  • To provide clarification of Present progressive tense in the context of Going out

Subsidiary Aims

  • To provide accuracy and fluency speaking practice through talking about daily actions in the context of going out


Lead in (3-4 minutes) • To activate students interest to the context

To activate students interest in the lesson.Ask students Q: How are you? Do you feel well? Is everyone awake? I usually drink coffee in the morning and it makes me awake. ( This will make them familiar to the text.)mention the importance of being awake, remind them we are in the classroom and after the class we are going out.. Discuss with your partners, what do you usually do after the lesson ? BRIEF FBjust one pair

Content Focus (2-2 minutes) • Stimulate interest in the text

Show students a picture of you teaching in the classroom, ss will elicit the task from a picture . Ask them: Who are they in the picture? Where are they? What are they doing? Are they awake? Tell them that they are going to read a text about you and your students.

Reading for gist task (3-3 minutes) • Ensure that students understand the content of the text

T gives them the dialogue. Students will have 2 mins to read the text. ICQ could help. Who is dialogue about? What will you do? Will you read individually or with your partner? They will Discuss in pairs.

Language Focus (15-15 minutes) • To focus on language from the text

Students will undertake a guided discovery task to focus on the meaning, form and pronunciation of the Present continuous tense. the students will first work on the meaning section of the guided discovery in pairs (3mins). Ask ICQs: are you working alone? Will u answer the questions in 2nd exercise?Elicit the answers T will clarify the meaning on the WB.Give model sentences.. (I'm looking at you. He is sitting now.) Students will then complete the True/ False and timeline part of the HO to consolidate the meaning.ICQs Will yo do ex. 3and4? Will you match the correct timeline to the correct tense? In 3 min, work in pairs. As a final step, they will fill the form. Ask ICQs: will you fill in the blanks with the correct form of pres. Progr. Tense? Can you look to the text? In pairs. 2 min. Give the answers on the WB. Highlight and drill the correct usage. Cross out wrong usages. Ask CCQS throughout FB.

Focus on Pronunciation (3-5 minutes) • Consolidation the form and highlighting pronunciation

T highlights/ drills features of phonology. Contractions in affirmative and negative sentence( I'm, You're..) Drill unstressed syllables in -ing sound. Weak forms of ' to be'Correct usage of pronunciation in the sentences. Collect the errors.

Controlled practice (7-7 minutes) • Opportunity check that learning has taken place.

Students are given a sentence forming activity. They have 8 prompts, e.g. Cooking some food / Going to a restaurant / driving car/ working/ dancing/ walking/ running Students need to put the verb in PRese. Prog.form and use 'at this moment, just now' time expressions.Students check answers in pairs WCFB ICQs: ‘Which tense do you use for the verb?’ Alone or with partners? ‘what do you write , what will you do?’the phrases change it to ppt

Freer Practice (10-10 minutes) • To provide ss with free practice of TL

T plays a game with ss. Divide In two groups and name them. Tell them that each of the group members will come to the board and take a card. The person who is on the stage can not talk, they can just use body Language.The sentences will be given to the actors and the other group members will guess the correct verb by using TL and pres. Prog. Tense. ICQs: CAn you talk? Will you guess the whole sentence or just verbs? Sentence Can you show anything you want? Will you guess when she /he is acting? Each of them has 90 secs to be guessed. Choose the winner, observe and ask what's she doing?

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