Elena Isaykina Elena Isaykina

Neighbours, Present Continuous.
Elementary A1 level


In this lesson, students will get familiar with present continuous tense. After a brief lead-in by showing a video and eliciting and drilling new vocabulary students will be asked some questions about noisy neighbours actions. They will have to interview their partners about 2 possible things noisy neighbours can do. Through the listening, students will be asked and will be able to get the meaning of ongoing actions. Ss will be asked to drill chorally, and will be provided with a brief explanation about the usage of target grammar. Students will work on a gap information activity, engaging them to ask questions about what is happening at the moment of speech.Students will be provided with the activity to practice Present Continuous in the semi-controlled game by guessing what is partner doing at the current moment. (miming, drawing the picture).


Main Aims

  • To teach students Present Continuous through the listening.

Subsidiary Aims

  • Listening for the specific details and to increase students fluency on using present continuous tense.


Warm-up/Lead-in (5-9 minutes) • To set lesson context and engage students, to elicit new vocabulary.

Set the context. Yesterday I could sleep. I had a little problem. I think it is the same as in this video. Watch the video and think what's the problem? CCQ: Who are these people? Are they living far away from each other or close? What's the word to describe who are they to each other? (neighbours) Drill / ˈneɪbəz/. My neighbours. Write on the board the word neighbours. What's the problem they are making? Why couldn't I sleep? Were they quite? What did they make that I didn't like and couldn't sleep? (noise) Drill. /nɔɪz/ A noise. Write on the board the word noise. What kind of neighbours are they? Are they quite? (No) How can I describe them with the word noise? The are... (noisy) Drill. Noisy. /ˈnɔɪzi/ Noisy neighbours. My noisy neighbours. What do they make? (they make a nose) Drill my noisy neighbours make a noise. (finger drill) Show the picture on the Pp ( a house). Here is the place where my friend lives. She lives in the middle. She also has neighbours. Where? Elicit the words upstairs, downstairs, next door. Drill the words.

Exposure (6-8 minutes) • To provide a model of production expected in coming activity.

You will work in two colour groups. Match the sentences to the pictures. There is one extra sentence you don't need. You will have 2 minutes. CCQ; Are you writing or matching? (matching) Are you working slowly or quickly?(quickly) How many minutes do you have?(2) Check your partners' answers.(Check if the students understood all words). DO we agree? Now, you are going to interview at least 2 people about their neighbours? You will have 3 minutes. For the feedback ask several students what did they find interesting the noisy neighbours do?

Using language. (4-8 minutes) • Set the context for Present Continuous through the listening and matching the pictures.Elicit grammar from the students.

Demo the listening activity first. Look at the picture number 4 (Pp) . What is he doing? Is he sleeping? (He is watching the Tv/ football) Look at the picture number 2. What are they doing? Are they laughing? Are they happy? What is happening? ( they are arguing) First, look at the pictures. Please don't open the second part /don't unfold the paper. Listen and try to guess what number of the flat they are talking about. Then, you will listen one more time. Now unfold your paper. Listen and match the sentence with flats. Check with a partner. Answer key (Pp).

Clarification. (6-8 minutes) • To provide clarification and practice of Present Continuous tense.

Focus on the picture and sound (Baby is crying) (Pp) Elicit from the students. What's happening? Is it Past, Present or Future? Is it happening now? Drill.(fingers) Baby is crying. Baby's crying. Show the intonation goes up and down. Write on the board. What tense is that? (present continuous) how do you know? how do you form present continuous? what's grammar rule do you use? Subject +to be +verb+ing Draw a time line. Ask students to write on the board the negative form of the sentence. And the question form. The same with 1 more examples (Pp) Drill first the full form and short form of the sentence. Write it on the board.Ask students to write the negative form and the question on the board. They are playing the violin. CCQ: Are they doing it now? (yes)

Semi-controlled Speaking. (6-10 minutes) • To provide student with the semi-controled talking activity to use the target language. Practice Present Continuous tense.

Demo first. I take the card. Read the action. Students need to use Present Continuous tense question. For example. (I am eating) Are you drinking? (no) Are you eating? (yes) Then it is different students turn. He/ she takes the card. ( drive a car) He/She mimes )We ask: Are you drawing? (No) Are you driving? (yes) If there is time I'll do the error correction while monitoring the class.

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