fatma fatma

Look Good
Elementary level


In this lesson, students will be able to learn about Present continuous in the context of describing people. In addition, they will practice speaking in controlled and free activities as a productive skill.


Abc Matching Handout
Abc Projector
Abc Handout(Grammar table)
Abc Handout
Abc Lead-in Visuals

Main Aims

  • To provide clarification and practice of the present continuous in the context of "look good"

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of look good


Lead-in (3-5 minutes) • To activate students interest in the topic of looking good.

Show the pictures. Ask and write these questions on the board: Q: What are these animals doing? What are they wearing? Students discuss in Pairs WCFB (BRIEF, just one pair)

Pre-language focus (6-7 minutes) • To prepare students to the TL which they will learn.

-Show students the photo of the people in a park, explain that they will imagine they are watching the people in the park showing the binoculars under the picture. -Tell students they will match the sentences with the pictures individually. Students have three mins to match them. Discuss in pairs. WCFB. I: Match the sentences with the pictures. Work alone, please. You have three minutes. ICQs: Do we work in groups?-No. Are you writing sentences?-No, just matching.

Language focus (7-10 minutes) • To provide Ss to try to identify TL on their own.

-Students will undertake a guided discovery task to focus on the meaning, form, and pronunciation of the Present continuous. -First, give HO including questions to clarify meaning? Are these situations happening now or in the past?-Now? Did they stop doing this actions?-No. What tense do we use for things that are happening now?-Present continuous. -Ask students to underline the words that show them this situation is in the Present continuous tense. The students will first work on the meaning section of the guided discovery independently (3mins). They will discuss answers in pairs (1min), then the teacher will clarify the meaning through OCFB (2mins). During this feedback, teacher boards the sentence and draws the timeline. Teacher monitors and micro-teaches where appropriate. -Give them the grammar table and ask them to complete it. The students will first work on the structure section of the guided discovery independently (3mins). They will discuss the answers in pairs (1min), then the teacher will clarify the structure through WCFB (2mins). During this feedback, Ss will complete the table on the board. -Drill chorally and individually the sentences on the board.

Controlled Practice (5-8 minutes) • To provide opportunity to check that learning has taken place.

Students are given a sentence forming activity. They have 8 prompts. Students need to put the verb in PC form and make true sentences for them. Students check answers in pairs. WCFB ICQs: ‘Which tense do you use for the verb?’-PC. ‘Do you make sentences for your friends?. No, for myself.

Freer Speaking (5-10 minutes) • To allow Ss to practise what they have just learnt

-Students are told that they will go on a picnic with their family/friends: Close your eyes and think for one minute. -Ask: What are your friends/family members doing or wearing? -Talk about your imaginary picnic with your friends. -Monitor and prompt -There will be enough time at the end of class for an error correction slot. I have scheduled the last 3 mins for this.

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