zainab zainab

Present and Present Continuous Tense
5 level

Materials

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Main Aims

  • To provide clarification and practice of present tense in the context of our daily routine.

Subsidiary Aims

  • To provide practice in writing a composition on our daily routine using the present tense.
  • To provide fluency and accuracy speaking practice using the present tense in the context of our daily routine.

Procedure

Lead-in (4-5 minutes) • To activate students' schemata.

Teacher plays the game 'Stop The Bus' with the students. Teacher sets instructions. Teacher uses to white board to explain the game to the students. A students is nominated and asked to say the letters of the alphabets in his/her mind. Then teacher says 'Stop the Bus' and the student says the letter he / she was on, aloud. Students are to write down Things that they use daily, things that they do daily, and words they would use to describe their lives starting with the letter that was called out loudly. A time limit of 30 seconds is given to them. After which their answers are discussed and written on the board and the game continues for about 3 to 4 minutes. Teacher highlights all the verbs and introduces the lesson. "Today we are going to review verbs in the present tense and we are going to learn about verbs in the present continuous tense. We are also going to talk about our daily routine".

Controlled Speaking Practice (5-7 minutes) • To provide fluency speaking practice in a conversation in the context daily routine.

Teacher puts students in pairs and asks them to discuss five things that they do daily. As students discuss their daily routine teacher monitors them and provides immediate error correction if required. Students are given two minutes for this activity. Whole class feedback is done after this activity, wherein students are encouraged to share their partners answers with the class.

Language Input (5-7 minutes) • To clarify the target language - present tense

A few sentences are written on the board. 1. I go to school every day. 2. We have 206 bones in out bodies. Teacher explains that present tense is used to talk about things that we do everyday, as mentioned in the first sentence. Teacher writes and explains the positive, negative and interrogative forms of the sentence. Teacher then asks the students to read the sentence in all three forms with correct pronunciation. Teacher explains that the present tense is also used to talk about facts, as mentioned in the second sentence. Teacher writes and explains the positive, negative and interrogative forms of the sentence. Teacher then asks the students to read the sentence in all three forms with correct pronunciation. Teacher asks concept checking questions to check students understanding of the present tense. Do we use present tense to talk about what we are doing now? No Do we use the present tense to state facts? Yes Do we use the present tense to talk about things that we do daily? Yes

Controlled Writing Practice (5-7 minutes) • To practice writing sentences in the present tense in the positive, negative and interrogative form.

Teacher shows students a handout and sets instructions. Students are to complete a handout where in they are to rearrange the jumbled words to form sentences and write the sentences in other forms as well. Teacher does an example of the activity. Teacher instructs them to work alone and the time allotted to them is 7 minutes. Before distributing the worksheets, teacher asks instruction checking questions. Are you to work alone or in pairs? Alone Are you going to rearrange the sentences? Yes Are you going to write the other two forms of the sentences? Yes Teacher then distributes the handouts and monitors the students.

Error Correction and Whole Class Feedback (3-5 minutes) • To check students understanding of the present tense and to give feed back.

Teacher monitors the students as they complete the handout. Immediate error correction is provided if required. Teacher makes a note of the common errors done by students. Once students complete the handout, students are encouraged to share their answers. Delayed error correction is done, wherein teacher writes down incorrect sentences on the board and asks students to correct it.

Less Controlled Speaking Practice (7-8 minutes) • To provide fluency and accuracy speaking practice in a conversation in the context of weekend.

Teacher questions students. What do you do on weekends? Students give their answers after which they play a game. - 'Joking or Serious'. Teacher sets instructions. Students are to say two sentences about what they do on weekends, one true and the other false. Other students guess which sentence is true and which is false. Teacher models the game for the students. I read a book on weekends. I go rock climbing on weekends. For the correct sentence students are to say the words 'joking' and 'serious' for the incorrect sentence.

Freer Writing Practice (Plenary) (8-10 minutes) • To practice writing accurately using verbs in the present tense.

Teacher writes the topic for the essay on the board. "My Dream Routine" Teacher sets instructions. Students are to write ten to twelve sentences on their "Dream Routine". Teacher further explains that students are to mention what exactly would they like to do everyday or what they would like to change about their routine. Students are instructed to use the present tense and interesting vocabulary to describe their daily routine. Students brainstorm their ideas with each other, after which they start their essay. (If there are time constraints then the essay writing task is given as home work)

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