Maha Maha

Present Progressive
Intermediate level


In this lesson, students learn about the present progressive from a very funny Mr. Bean cartoon episode. After watching the video, the teacher elicits the rules of form and use from the students without mentioning that this is called the present progressive. Later, the present progressive is practiced when students describe what their family members are doing. After that, students practice in isolation with an emphasis on accuracy. Anticipated problem: Students still have very limited vocabulary. Solution: Use the vocabulary that was recently introduced to them: family members and action verbs Anticipated problem: Students might be confused about the spelling inconsistencies (running, etc) Solution: Students are asked to concentrate on accurate sentence structure and that the spelling rule will be taught in a near future lesson Use the vocabulary that was recently introduced to them: family members and action vers


Abc Laminated Magazine Picture Cutouts
Abc Flash Cards (Sitting; Standing; Walking)
Abc Present Progressive PowerPoint

Main Aims

  • To provide clarification of present progressive in the context of family members

Subsidiary Aims

  • To provide review of family members vocabulary in the context of to describe what they are doing now
  • To provide detailed


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

Students are shown a very funny clip of Mr. Bean that has the "present progressive" highlighted throughout. They will enjoy the 3:44 minutes; I simply tell them that we will enjoy watching a funny clip!

Exposure (10-12 minutes) • To provide context for the target language through a text or situation

Now that the students have seen the clip, they have seen the storyline which provides the context of the usage of the "present progressive". Now, we will go through what Mr. Bean is doing on the PowerPoint with the students. I will be asking, "What is Mr. Bean doing now?" while pointing at a picture. I will do so for all pictures of Mr. Bean and then move on to the workers pictures! There are also 2 special instances in Mr. Bean's pictures where I will ask: "How is Mr. Bean feeling now?" "Where is Mr. Bean now?" I stress the word "NOW" everytime I ask, and hope that their brains are getting the connection, and I will ensure that by having them start their answer with, "Now, Mr. Bean …"

Highlighting (8-12 minutes) • To draw students' attention to the target language

Now, the focus is shifted on me and the students. While I am writing on the board "What am I doing right now?" I will actually say it loud. The students should reply that I am writing. Then I will hand out cards to the students at random. The cards have the words "please sit", "please stand", "please walk". I will then ask the students to do what their card says and answer each others questions. I will ask them to act as their card says and go to a sitting student and ask him: "What are you doing?" He should reply: "I am sitting." Then I ask him, what am I doing and he should reply that I am standing. Then I ask: "What is Sinatra doing?" and he should reply: "He is walking". Then he should ask me three questions. The class sees them and is then instructed to interact with each other! It's fun!

Review Vocabulary of Family Members and Possesive s while Practicing the Present Progressive (15-18 minutes) • To concept check further and prepare students for free practice

Now, I will show them three pictures of my family members. I will tell them: "My family members are very busy!" "My sister loves basketball, right now she is with her friends playing basketball." Then I will ask the class: "What is my mother doing now?" "What is my brother doing now?" After that I ask the students to work in pairs, each one will show the three pictures that he got of his family members and tell them to his partner. Then, each pair will present to the class, but they will resent the photograph of their partner. For example: "Peter's mother is smoking."

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

Here, I will bring out my cactus plant and place it on my desk. I will get out my stuffed puppy toy. Then I will tell the students about my day in the park: I am in the park. I am walking my dog. I am eating ice cream. It is very cold. I am drinking hot cocoa. It is very hot. I am playing Frisbee with my friends. I am happy. Then I will ask them to sit and write a letter back home about their day; which they will later share with their class!

Free Practice At Home (10-12 minutes) • To provide students with free practice of the target language at home

I will open up a magazine on an advertisement and describe it to my students. Then, I will distribute picture advertisements of different products to the students and have them describe it at home.

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