To provide clarification and practice of present continuous in the context of places
To provide accuracy speaking practice in a conversation
Procedure (27-37 minutes)
The teacher starts by arranging the classroom seating then write her name on the white board, then ask the students to relax and close their eyes to imagine that they are somewhere on earth doing something.The teacher gets the students say what they are doing at the moment of speaking.
The teacher introduces listening activities; first by asking the students to look at a picture then listen to say who's speaking? Then ask them to listen again to complete the conversation.The next step is to get the students checking their answers in pairs.
The teacher highlights the present continuous forms (negative and interrogative) via one of the coming activities: The first one, the teacher asks the students to get in pairs and look at a set of pictures, then ask and answer questions like what/doing? where/going? what cooking? about the people in those pictures following the example of What's (Tony) doing?he 's reading the paper.After that, they are to listen and check their answers. The second task which is a truth activity, the teacher asks the students to change their partners and look at a new picture,i.e., the one of Beth and Ellie, then listen to Beth's conversation with her father to decide whether Beth is telling the truth to her father or not.
To clarify the meaning of the present continuous: The teacher is to demonstrate with an example on the white board, then ask CCQs.For instance: Zeynep is sitting in the classroom. Who is sitting in the classroom? Zeynep is sitting in the classroom. What is she doing? She is sitting. Where is she sitting? She is sitting in the classroom. When is she sitting in the classroom? Now( hour), she is sitting in the classroom. What's the difference between Zeynep sits and Zeynep is sitting?Are they the same?No, they are not. Zeynep is sitting= now, she is sitting. Zeynep sits= she usually sits. To clarify the form: The teacher is to write examples on the white board using different colours, for instance: Zeynep is telling the truth. Subject+Be Auxiliary (am/is/are)+Verb+ing. Zeynep is not telling the truth= she isn't telling truth. Subject+Be+Not+Verb+ing. Is Zeynep telling the truth? Be(am/is/are)+Subject+Verb+ing+? (showing them the order) To clarify pronunciation: The teacher clarifies the pronunciation of the contracted be forms ( 'm,'s, 're) as well as of the ing in the gerund form on the white board using different colours, then gets the students drill them.
The teacher gets the students practise accurately in pairs the questions and negatives; the students are to look at the pictures' replies then use the verbs to make questions, then after, make the negatives about each picture. Depending on time, the teacher introduces one or two games for the free productive practice, as coming: The first game is the square game, the teacher marks squares with pictures of places on the floor,then gets the students in small groups of four, asks each group to choose a square where each member is to stand on a picture to tell his/her group mates about the place and what s/he is doing there. The second game is a mimics' game where the teacher chooses each time a student, then shows him/her a picture of a momentary activity or action to mime it to the whole class for a guess.