SAEED SAEED

Saeed Farahani, Present Continuous Lesson
Elementary level

Description

In this lesson students will get familiar with present continuous tense. After a brief lead-in by eliciting target grammar and asking questions about what people are doing in the photo, we play a game in which Ss are asked to mime some actions. To make Ss get the meaning, some questions will be asked about ongoing action. After providing a brief explanation about the usage of target grammar, Ss will be asked to drill chorally. After providing a brief explanation and eliciting present continuous using gesture and asking questions, students will work on a gap information activity, engaging them to ask questions about what their family members are doing now.

Materials

No materials added to this plan yet.

Main Aims

  • To provide Ss practice of present continuous in the context of social and regular activities.
  • To provide Ss vocabulary for actions and prepositions as they use present continuous statements.
  • To teach Ss the meaning, form and pronunciation of present continuous tense through pantomime.

Subsidiary Aims

  • To provide clarification and practice of how to express actions and how to use prepositions of location.
  • To provide Ss practice and increase Ss' fluency on using present continuous through drills.

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students, To introduce the topic of what people are doing.

Draw Ss' attention to the photo on the monitor. Ask: Where are the people? What actions do you see? ( Talk, dance, eat, listen to music, Play video games, read.) Elicit sentences from the class as much as possible.

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

Mime some actions and elicit from Ss what you are doing. (Sit down and ask them: Am I walking or sitting?) mime two more actions as well and try to get Ss involved and answer your questions. Tell Ss: Today we are gonna have a game. Pantomime! Give Ss instruction and demonstrate what they are gonna do.Tell Ss that they are supposed to learn how to talk about what people are doing in this lesson. Make Ss understand the difference between simple present tense and present continuous. Ask does any one of you play the guitar or any musical instrument? Are you playing the guitar now?No! but you play the guitar, you know how to play the guitar.

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

Write a sentence on the board. Explain the rules for the present continuous: Subject+be+verb+-ing Focus on negative statements and write on the board: Subject+be+not+verb+-ing Focus on use: Say: we use the present continuous to talk about what is happening right now. Spelling: For most verbs, add -ing. For one-syllable verbs with the pattern consonant, vowel, consonant, double the last consonant, then add -ing. For verbs that end in -e, drop the -e and add -ing.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Do drills. Ask Ss repeat after you chorally. Start with the written sentence on the board. I am standing. I'm standing. (illustrate the form and contractions with your fingers). He is standing. We, They, Sleep, dance, my brother, Play, we, I, The guitar, she, They, Soccer, we, tennis, She is doing the dishes, her mother, we, we are watching the TV, you, My brothers, They, a game. Ask Ss to make Yes/No questions. (Elicit in Yes/No questions we use rising intonation and falling intonation for WH-questions. I am dancing, Smoke, she, they, drive, You, they. Divide Ss into three groups. Ask first group to make Yes/No questions, the second group to answer with Yes or No in both shot and complete answers and the last one to make a WH-question. M: I'm working_First group: (Are you working?) M: Yes_Second group:(Yes, I am, I'm working.) M:Why?_Third group: Why are working? M:She is dancing. _First g: (Is she dancing?) M:Yes_Second G: (Yes she is, She's dancing.) M: Where_ Third G: (Where is she dancing?) Change the groups and go over more examples. Ask Ss to do it in pairs, Then individually.

Semi-Controlled Practice (4-5 minutes) • To concept check further and prepare students for free practice

Put Ss in pairs and ask them to talk about what their family members are probably doing now. Monitor and write good and bad language of Ss. Answer Ss' questions if needed.

Free Practice (6-7 minutes) • To provide students with free practice of the target language

Ask each pair to tell the class what his partner's family members are doing now. Make Ss practice on their errors that you've written on the board, Ask Ss to modify the wrong sentences and make everybody repeat them chorally and individually.

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