Eman Hassan Eman Hassan

Going Out
Beginners level


This lesson has the same general context of the previous one. It is about inviting people to go out. The target language "Present progressive" will be elicited from the listening activity.


Abc Writing Sentences
Abc Whiteboard
Abc Gap- filling Handout
Abc audio recording
Abc verb
Abc Pictures of on-going actions

Main Aims

  • By the end of the lesson, learners will have a better understanding of Present Progressive and will have had practice using it the context of inviting people to go out

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of in
  • To provide gist listening practice using a text about Going Out in the context of inviting people to go out


Warmer/Lead-in (3-5 minutes) • To get students interested in the topic by showing visuals

Show the students the three pictures where there are people talking on the phones. Ask them what is common about the three pictures to elicit on going actions and people are talking on their phones. Ask where the people are ( at home , in the street, in the kitchen)

Exposure (3-6 minutes) • To provide a model of production expected ( the present progressive) in the coming tasks through listening and highlight its usage

Ss listen to the recording for the first time to be familiar with the Target language and to contextualize the target language. Listen and pause after each speaker and establish which photo it is and what the person says Teacher gives the students a handout and Ss will listen carefully to fill in the gaps with the correct verb. Then in pairs they check their answers.

Clarification and language analysis of Present progressive (10-12 minutes) • To highlight and clarify the meaning ,form and pronunciation of present progressive

Ss listen to a recording and pay attention to the expressions (I'm / We're) Teacher elicit the meaning of the expressions and write the form clearly on board.Drilling for the new V+ing form. Teacher elicit the rule of dropping -e in verb "Have". Then the teacher elicit the difference in meaning between present simple and present progressive. often / now, at the moment

Productive Task(s) Preparation (3-5 minutes) • To provide an opportunity to practice target language skills

Teacher gives a handout and set 2 minutes for the students to think of the sentences. Ss use the prompt to help them form a sentence In group of three, they discuss their sentences

Controlled Language Practice (12-15 minutes) • To provide students with practice Writing/speaking

Teacher sets 5 minutes for the Ss to complete the sentences. They check the answer in their groups. Answer key is provided on the wall. They go and check their answers. Then, Ss will shape a circle. Teacher show picture A to the first student and ask fixed questions.The student answer and then will ask his/her colleague next to him/her the same question. As the students takes their turns, the teacher shows the picture B then C The teacher monitors while the Ss are practicing a dialogue

Feedback and Error correction (2-3 minutes) • To provide feedback on Students production and use of language

To provide feedback on Students production and use of language. Hot error correction on spot while monitoring and listening to them use the language.

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