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Present Simple vs Present Continuous
Beginner - A1 level

Description

In this lesson ss will compare present simple and present continuous using guided discovery through a reading text.

Materials

Main Aims

  • To provide clarification, review and practice of present simle vs present continuous in the context of daily routine and a postcard from holiday destination.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of daily routines or temporary actions
  • To provide gist reading practice using a text about postcard from a holiday destination.

Procedure

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

T shows reflected picture of Greg from the previous Present Simple Class. T reminds Greg's morning routine. In PPT, ss will be asked Greg's morning routine and they will see the answers as FB in PPT.

Reading Task (5-8 minutes) • To provide context for the target language through a text or situation

T says "Greg is on holiday today. Fold the paper. You have 1 minute. Read alone quickly and answer the first question" ICQs: Are you reading alone or together? Are you reading fast or slowly? How many minutes do you have? When ss answer the first question, they check each other's answers. T nominates a student for FB.

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

Ss unfold their paper and answer true - false questions about the reading. T nominates ss for the FB but if there is an early finisher, she/he will have the answer key and will give FB to his/her friends. Same ICQs as in the previous stage. Ss peer check their answers before teacher's fb.

Clarification (13-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Ss look at the calendar before the guided discovery. T elicits what it is and what are the crosses and circles and what the day is today. Ss will have guided discovery HO. T asks them to fold their paper and answer the question in pairs. T monitors to see whether ss need help or not. They check their answers in groups. T gives time for the meaning part and when ss finish, one student from each group will circle the correct answers on the board. If needed t gives deeper fb. Ss finish writing form for the tenses and T hand out the answer key for the fb. T uses finger method for contractions and drill and then asks the stressed word for the market sentence. We're staying in a nice hostel.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Ss have the HO and T says there are seven blanks and in parenthesis there are verbs. Tell ss the verbs can be in present simple or present continuous and they need to change the word. Before ICQs show an example on the board. Greg ____ to the radio every morning but he ___________ now. Elicit the answers from ss if they have difficulty underline the time adverbs. ICQs: Can you change the verb or are you writing it same? Will you use simple present or present continuous? Are you doing it alone or in groups? Ss check their answers with other groups. T reflects the answer key on the board.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T tells "I work at a university but now I'm taking CELTA course" elicits which sentence is routine, which is temporary (for now). Ss say 2 sentences in present simple, 2 sentences in present continuous in pairs. They have 2 minutes for the pair work and then they stand up and mingle and speak with other ss in the class. T monitors the ss and finish the activity to make some delayed error correction.

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