Miriam Afify Miriam Afify

Present simple and present continous
Elementary level


In this lesson ss learn the difference between present simple and present continuous in the context of 'living in different countries'


Abc Exercises handouts, key answers, listening tracks, pictures and glue tack.

Main Aims

  • To provide clarification of difference between present simple and present contionous in the context of living abroad

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about a man living in New York in the context of living abroad


Warmer/Lead-in (2-5 minutes) • To set lesson context and engage students

Show pictures of famous cities in different countries around the world using a power point presentation Ask ss what's the name of this city? Ask ss what will they miss the most if they went to any of these cities?

Exposure (2-5 minutes) • To provide context for the target language through a text or situation

Elicit samples of the TL onto the white board using some of the sentences ss say about their daily habits that they're going to miss if they travel abroad.

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

Highlight the form of the present simple/ present continuous on the board. Ask ss about the grammar structure of the sentence.

Clarification (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

use timelines to show the difference and clarify the meaning of the present simple and the present continuous. use a different sentence with different subject pronouns and contractions to clarify form and pronunciation, example: " They're travelling to Russia now".

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

Hand out to ss a dialogue, ask ss to fill in the gaps in this dialogue using the present simple or the present continuous individually. Ask ss to check their answers on the wall. Ask ss to role play this dialogue in pairs after checking their answers.

Listening for Gist (3-5 minutes) • To give Ls a reason to listen at a general level

Introduce ss to the listening task by telling them the general story of the song they'll listen to without any specific details. Ask ss to listen to the song and answer two general questions written on the board about the song. Ask ss to check their answers in pairs.

Listening for specific information (5-10 minutes) • To give Ls a reason to listen for individual items of information

Hand out to ss the song lyrics with missing words in it. Ask ss to listen on more time to the song and fill in the gaps with the words they hear. Ask ss to check their answers in pairs. Hand out the original song lyrics to ss.

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