alyssa abell alyssa abell

Experience 1
Pre-Intermediate level


Ss will focus on 'present simple' and 'present continuous' forms. Ss will listen to two separate readings, then answer questions about the two main characters in the readings using these forms. Following, they will do group work exercising these points. Learning the exchange of personal information


Abc Unit 2 page 15
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Abc Unit 2 Page 17 (plus 153/54)

Main Aims

  • To provide review of Present Simple and Present Continuous in the context of Personal Information and Exchanging Information

Subsidiary Aims

  • To provide practice in speaking and listening of the Target Language


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Talk about Ruth and Fraser in re-summary and lead into present continuous and present simple. Highlight the difference of something that is being planned for a later date, or something that is continuously happening (continuous). Contrasted to when something is a true statement about an object (simple). Something that just 'is'. Connected to the verb to 'be'.

Pre-Reading/Listening (9-11 minutes) • To prepare students for the text and make it accessible

Example for differentiation. Something fixed versus something in the future. Give description of little sister and her age. Use age as a way to emphasize future as apposed to current truth. She likes dogs She is planning to go to Hawaii when she turns 13 years old Write model sentences with examples-- Present Simple: She likes rock bands such as Queen and Rolling Stones (Ruth/ Simple) Present Continuous: The business is growing fast (Fraser/ Cont) Hand out photo copies [SET 1].

Do First Exercise--While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Simple directions & divide into pairs and discuss questions about Ruth and Fraser. This exercise will allow for receptivity skills to grow by way of listening and retaining. Allow for pair work and monitor during S-S interaction. Play dialogue T 2.3

Do interview exercises-- While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Give a brief description of directions, i.e. listen to the voice recording. It will talk about what Fraser/Ruth like etc. and fill in the blanks. Use recordings T 2.4 & T 2.5

2 Pair Work activities--Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to to expand on what they've learned through peer questioning

Differentiate between 'have' and 'have got': 'Have' is more formal while 'Have Got' is considered to be more informal. Affirmative and Negative examples [I feel this was a typo on my direction section, I will ask before TP] These two exercise will allow for freer space to practice learned skills. Pass out [Set 2] Pair Work. Directions. Pass out [Set 3] Pair Work.

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