Fawaz Sheikh Elsouq Fawaz Sheikh Elsouq

TP5 Grammar
Pre-intermediate level


In this lesson, students will learn about present continuous in the affirmative and interrogative forms through a reading context about wedding. They will also learn about the stative and non-stative verbs and how to differentiate between the two. Students practice in pairs using the present continuous to talk about people in the pictures they see.


Main Aims

  • To teach present continuous in the affirmative and interrogative forms together with the distinction between stative and non-stative verbs

Subsidiary Aims

  • To practice present continuous in speaking by responding to visuals


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

The teacher plays a video of a mannequin challenge in a wedding. The students will be familiar with it as it was the trending challenge recently. Before students watch the video, the teacher sets the task by asking students to notice what each person is doing in the video. Students discuss their answers in pairs.

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

The teacher asks students to go back to the reading passage they had in the previous session and underline all the verbs ending with 'ing'. Students then check their answers from the board.

Highlighting (4-6 minutes) • To draw students' attention to the target language

The teacher underlines all the verbs ending with 'ing' on the board. Then, he tries to elicit the form of present continuous from students, The teacher uses different colors to mark the constituents of present continuous like verb to be and 'ing'.

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

The teacher elicits the right use of present continuous in the sentences on the board by asking CCQs . For example: In the UK, people are waiting until they are older to get married. Are the people waiting now? yes. When did they start waiting? Before now. When will they stop waiting? Sometime after now. The teacher then uses different marker colors to help students elicit subject-verb agreement between verb to be and the subject. The teacher then drills the sentences on the board individually and chorally to help students identify weak forms. The teacher then displays different pictures expressing actions or states. Then, he elicits the difference in concept and form between the stative and action verbs.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Students Do ex.2 to choose whether the sentence needs a stative or action verb, and choose the tense accordingly. Students check their answers in pairs then the teacher picks answers randomly from students.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

The teacher displays a picture of a wedding ceremony on the board. Students prepare 5 questions using present continuous on the picture. For example: What is the man with the white jacket doing? Then students get in pairs, the teacher removes the photo, the students ask each other the questions they have written and answer from their memory.

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

The teacher distributes a two-faced picture that has the same content on both sides. Students in pairs ask and answer questions using present continuous. During the activity, the teacher takes notes of the language that needs improvement and praises the good language. The teacher tries to elicit corrections from students after writing mistakes on the board.

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