sibel sibel

Present Progressive
Beginner level


In this lesson, students will be introduced to the present progressive in the context of telephone conversation.They will get clarification on the meaning, pronunciation and form.Then, they will be tested on the form. The present progressive will then be contrasted with the present simple. Students will be tested again, this time on the meaning. Finally, they will get an opportunity to practise the TL during a speaking activity.


Abc lead in pictures
Abc listening track for gist (exposure)
Abc form test handout
Abc form test answer key
Abc meaning check handout
Abc freer practise pictures

Main Aims

  • Grammar (present progressive)

Subsidiary Aims

  • Speaking


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

-T puts 3 pictures on WB (A, B, C, people on the phone) -T asks students what they remember from previous lesson (it was about people on the phone..) -Asks students to discuss in pairs the pictures (where are they, what are they possibly talking about..)

Listening for gist (exposure) (3-5 minutes) • To practise listening for gist, to contextualise and introduce the TL

-T gives instructions for the listening task: tells students to listen and match speakers 1,2 and 3 to the lead-in pictures. ICQ: write a lot? no. just the correct letter. -Plays the track -WC correction

Highlighting (2-4 minutes) • To draw students' attention to the target language

T elicits model sentences from students. Writes them on WB under correct picture.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

-T clarifies meaning: present or past? present. now or everyday? now. -T clarifies pronunciation: repeats sentences, marks stresses, highlights weak for of am and are. -T clarifies the form: elicits from students, wirtes on WB, elicits the negative and question forms, writes on WB. -T highlights some spelling mistakes (lie: lying), omission mistakes (e.g I swimming) on WB. -T also highlights some stative verbs: writes a few on WB (want, like, love..), use present progressive, elicits from students (i am liking? is it correct? what kind of verb is it?), tells them they have to use simple present with these verbs.

Controlled Practice (8-10 minutes) • To provide controlled written practice focused on using the TL accurately

-T gives instructions for first controlled practise: shows handout, tells students to write the verbs in present progressive, demo on WB. ICQ: are they all positive sentences? no. -Gives the handout -T monitors, checks especially the question form. -T asks students to check with partner. -T provides the answer key (overhead projector). -T does some pron.

Controlled practice 2 (8-10 minutes) • To check meaning and prepare students for free practice

-T writes two sentences on WB ("we usually have breakfast at 8.30", "we're having breakfast. Can I call you later?). -T clarifies meaning: past or present?. present. then what is the difference? T asks students to discuss with partner.(usually vs. now.) - T gives other examples of adverbs. -T highlights contrast bewteen present simple and progressive (marks on WB) -T gives instructions for second controlled practise: , shows handout, asks students to circle the correct verb form (present simple or progressive), demo on WB. -ICQ: how many choices? 2. present simple and progressive. you write? no, only circle. -Gives handout. -T monitors, checks how well students understood meaning of TL. -Asks to check with partner. -WC correction, T writes correct forms on WB, asks why. -T might do some pron if necessary.

Freer Practice (8-10 minutes) • To provide freer oral practice and use of the language productively

-T puts pictures on WB and writes on WB (place/activity/ like/enjoy) -T elicits questions and answers from students by pointing at pictures, encourages them to make full sentences. T makes a demo of the speaking task. -T gives instructions for freer practise: asks students to have a phone conversation with partner, (encourages them to use expressions from previous lesson), to tell where they are, what they are doing (they can either be working, at home or on holiday) and say something they like/hate/want or not (to encourage the of present simple). -T monitors -T might ask students to switch partner -.FB: asks one or two students to talk about their partner.

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