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Philip's Lesson: Grammar and Speaking
Intermediate level


In this lesson students learn about the present simple and continuous,action and non-action verbs through a guided discovery based on a listening text about the restaurant.The lesson starts with adiscussion about best foods.This is followed by a guided discovery group exercise.Then students start again on an activity (ss) before pair work.Students learn more about present simple and the past continous with more practise activities as well.Ss make questions through pair work.On the sub-aim speaking, ss listen to another track about two people discussing sentence 1.and the question for discussion for ss is who do they agree with more?and why? The lesson then finishes by ss listening to a another track on phrases in the language box.Ss then get into small groups to use the useful language phrases.


Abc A guided discovery hand out
Abc Gap-fill handout
Abc Correct form handout
Abc Test 1 hand-out
Abc Make questions task
Abc projected qs" what do you think"
Abc Track 1.14
Abc Track 1.13

Main Aims

  • To provide students with clarification on simple present and continuous,action and non-action verbs on a restaurant context.
  • To provide students with clarification on simple present and continuous,action and non-action verbs on a restaurant context.

Subsidiary Aims

  • To provide students with fluency in the use of simple present and continuous ,action and non-action verbs on a restaurant context.


Lead-in (0-2 minutes) • To set lesson context and engage students

-T draws a picture of fish - T asks ss what it is? -ss respond, -T tells ss "its my best food with bread" -T tells ssto get into pw and discuss in two minutes their best dishes. -T nominates 2 ss to say what their partners best food is.

Test #1 (5-8 minutes) • To gauge students' prior knowledge of the target language

-T shows ss circle the form hand-out. -T reads the instruction. -T gives the hand to ss to complete the task .Peer check -With your partner say why you think he has chosen each form

Test #1 b (8-10 minutes) • To enable students do more activities in a guided-discovery handout.

-T reads out the instructions -T hand-outs a guided discovery task. -Ss get into groups for this task. -Ss nominate a secretary from each group to write their answers on WB. -The whole class discusses. -T checks which group is correct. -T appreciates everyone for participating.

Test #1 c (3-5 minutes) • To enable ss work out the function/use from the guided discovery.

-T reads out instructions -Ss complete the task by circling the correct word in bold. -The task is a group work task. -T monitors to check how groups are continuing. -Ss listen to what other groups are doing.

Test #1 d (3-5 minutes) • To enable students work out Form from a guided discovery.

-T reads out the instruction. -T hands out the task. -Ss complete the task in groups but each time group changes its members. -Whole class agrees/disagrees with the task.

Task # 2 (2-5 minutes) • To enable students to use the language

- T reads out the instructions. -Ss pw. -Ss ask fellow ss to make questions using present simple or continuous. -T nominates 2 ss to give example questions.

Listening #1 (0-2 minutes) • To enable students to listen for specific information

-Project the question "what do you think" -T asks are men better cooks than women. -Ss discuss the rest in pairs for maximum 1 min. -Ss listen to track 1.13 -T asks ss who do you agree with? Man or Woman and Why?

Listening #2 (3-5 minutes) • To enable students listen for detailed understanding

-T tells ss to listen to useful phrases in the language box. -Ss may listen again to get the stresses and intonation -T to copy the intonation and ss repeat. -In small groups ,say what you think about sentences 2-6. -Ss to use the useful language phrases

FB (0-3 minutes) • To enable students close this phase of learning and to assess success.

-T and ss take feedback

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