Yousra Thabet Yousra Thabet

Elementary level


The students are between the ages of 21 and 26.


No materials added to this plan yet.

Main Aims

  • To review and practice the present continuous form of yes/no questions, wh. questions and statements.

Subsidiary Aims

  • To practice listening for gist.


Lead-in (3-5 minutes) • To set lesson context and engage students in the lesson's theme.

1- In this stage, I will set the lesson's context through testing students previous knowledge of the following verbs, adjectives and nouns: argue, bark, move, loud, noisy, upstairs, downstairs and next door by giving them the chance to guess why I can't sleep every day (prompts and pictures are placed on the board for them to guess the meaning of the words and form sentences). This stage works as a lead-in and also a pre-teach vocab stage for the next test task. 2- Teacher asks Students "what do you hate about your neighbours?". Students express their ideas and opinions. Teacher nominates other quiet students.

Test #1 (10-15 minutes) • To gauge students' prior knowledge of the target language

Task 1: a- Students complete a list of problems using verbs from a box individually in 2 minutes. b- Teacher demonstrates the first sentence. c- Teacher asks smart ICQs like: "So, are you going to choose the verbs then say them to your friend?" NOT "So, are you going to read or write?" because, frankly, they're going to do both. d- Students check in pairs. e- Students check answers on the board. Task 2: a- Students answer 8 survey questions about neighbors by mingling and asking each other. Students will write short answers. b- Demonstrate with students (holding a pen and a paper standing up) by asking and answering one question then in open pair manner the student nominates a colleague to ask and answer his/her question. c- Teacher check instructions by asking "are you going to ask one person?" "are you going to write long answers?" d- Teacher tells students they have 5 minutes. e- Teacher monitors for assistance quietly (no need for accuracy monitoring or feedback at this point) Task 3: a- teacher changes pairs. b- Students match sentences with pictures in pairs in 1 minute. c- Teacher demonstrates with a student by chesting. d- ICQs: "Are you going to draw lines or write the number of the picture?" e- Teacher writes answers on the board. f- Students check their answers by checking the board. Task 4 (sub-aim: listening) (3 minutes): a- Teacher ask students to fold the paper and mimes "folding" so that the picture is up and the sentences are hidden. b- Ask students to bring out a piece of paper. c- Teacher says: "listen and write number" ---> (use simple instructions). d- teacher demonstrates no.1 of the listening by chesting. e- Teacher checks for understanding: "are you going to write long sentences or just the number of the picture?" f- Students listen to the first two parts of the listening and then the teacher pauses the listening to check that students are on the right track g- Teacher resumes the rest of the listening. h- Students check in pairs. i- Listening is repeated for students to check their answers. j- Teacher writes answer key on the board.

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

1- Teacher elicits "The baby's crying." by using the hand and fingers for each word. CCQs: a- Is she crying now? (Yes) b- Is she still crying? (Yes) (miming continuity using hands) c- is she crying in the past, present or future? (Present) d- Drill chorally and individually using back-chaining. e- place the sentence on the board. 2- Teacher elicits "The baby isn't crying." by using the hand and fingers for each word. CCQs: a- "Is the baby quiet?" (Yes) b- Drill chorally and individually using back-chaining. c- place the sentence on the board. 3- Teacher elicits "Is the baby crying?" by using the hand and fingers for each word. a- Drill chorally and individually using back-chaining. b- place the sentence on the board. 4- Teacher elicits "what's he doing?" by using the hand and fingers for each word. a- Drill chorally and individually using back-chaining. b- place the sentence on the board. 5- Teacher asks: "What is the name of the tense?" "Present Continuous" 6- Teacher asks students about the form of the positive and negative statement and yes/no 7- Teacher places the form of the 2 sentences and the 2 questions on the board.

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

1- Ss. complete the chart individually in 1 minute. 2- Teacher demonstrates with the first gap. 3- ICQ: "Are you going to copy from the board to fill the chart?" "No" 4- Ss. answer the chart then check in pairs. 5- Teacher places answer key on the board.

Speaking/Free practice (13-13 minutes) • To provide students with free practice of the target language

Task 1: 1- change pairs 2- Ss. ask and take turns "What's he/she doing?" "What are they doing?" 3- demonstrate with a student. 4- ICQ: "Are you going to use a pen?" "No" 5- Students ask and answer in 4 minutes 6- Teacher monitors for assistance only. Task 2: 1- Students are divided into groups of 3, each group has one picture and one coin, each student blindly moves the coin over the picture and when it stops s/he describes the person/people using the present continuous form. Task finishes in 9 minutes. 2- Teacher demonstrates. 3- ICQ: "Do you need your pens?" "No". 4- Teacher distributes the pictures and divides groups. 5- Teacher monitors for accuracy slips. 6- Wrap up.

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