Muhammad Khalid Mughal Muhammad Khalid Mughal

Copy of 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

Abc Four corners active book
Abc Paperballs
Abc W/B
Abc Four corners active book

Main Aims

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

Subsidiary Aims

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

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 Page 94 on the monitor. Ask: Where are the people? (on the subway.) 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 instuction and demonstrate what they are gonna do. Toss the paper ball to the Ss selectively. Ask the others about what he is doing. Elicit Yes/No answers. 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. Elicit examples from the chart (starting, holding, standing, playing, ending). For one-syllable verbs with the pattern consonant, vowel, consonant, double the last consonant, then add -ing. Elicit the examples (sitting, running). For verbs that end in -e, drop the -e and add -ing. Elicit an example from the chart. Pronunciation: Explain velar nasal which is used frequently in present continuous. Tell Ss avoid pronouncing /g/ in the end.

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. Devide 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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