sahand Jamalzadeh sahand Jamalzadeh

A2/B1 level


In this lesson students will practice simple present and simple present continuous. At the end of the lesson they should be able to differentiate simple present and continuous present, its forms and meaning.


Abc Gap-fill handout
Abc Handoout
Abc Power point presentation

Main Aims

  • To provide review and practice of Simple present and continuous present in the context of Job hunting

Subsidiary Aims

  • To practice scanning and skimming reading to practice controlled speaking for accuracy


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

In this stage I will introduce myself to students and will ask students their names and occupations in order to make a friendly environment. Then I will hand out a text in which simple present and present continuous have used frequently. then I will ask students to read the text and discuss it with their partner. The aim is skimming and just getting some clue that the lesson will focused on simple present and continuous present.

Test #1 (5-7 minutes) • To gauge students' prior knowledge of the target language

I will ask students to find present simple and present continuous verbs in the given text and write it in the allotted space for each tense. This step is done to ensure that students know the form of each tense. while students are doing this activity I will be around the class to monitor them and make sure they have got right answer. In next step I will ask students to check their answers with their partner then the answer key will be distributed.

Teach (7-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

In this stage I will explain the differences of simple present and continuous present and their form using examples and sentences written on the board (I will use projector to do so) - We use the present continuous for things that: are happening at the moment of speaking. For example: I am teaching English. I am writing on the board. You are sitting on the chair. - We use simple present for: a) daily routines and things we always/sometimes/never do. For example: I go to cafe every day. I call my friend every Sunday. * For explaining the frequency and repetition of actions I will use a calendar and will highlight Sunday to show that this action happens every Sunday.

Test #2 (5-8 minutes) • Check students' use of the target language again and compare with the first test

In this stage I will give students handouts and will ask them to answer it. After answering it I will ask them to check their answers with their partner at the meantime I will monitor the students and take notes on their problems in order to correct it at the end of class. After doing activity I will give students the answer key. Then I will write three sentences on the board and will the base form of the verb and will ask students to use the correct form of the verb and also will ask them why they have chosen that form to make sure they have learned it.

Pronunciation (2-4 minutes) • Practice the correct pronunciation

In this stage I will concentrate on pronunciation. I will these sentences on the board and will pronounce them. indicate the stresses and intonation. I'm working for an international company. He's studying in California. She's taking a taxi to airport. It's raining outside. You are sitting in the class. We are studying English. They are playing baseball.

(7-10 minutes)

In this stage I will give students some information about Kevin on a peice of paper and will ask them to read the information about Kevin. then taking turn with their partner asking questions and answering. during this stage I will monitor class and take notes on students problems with simple present and continuous present and do error correction at the end of the class. The error correction will be done as follows: First I will spot their areas of weakness and write them on the board asking students to correct them if needed I will give complementary explanations too.

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