Mona abd elaziz Mona abd elaziz

present simple & present continous lesson
Intermidiate -TP4 level


In this lesson , students learn the difference between present simple and present continous through guided discovery when they listen to conversation and do many tasks .


Abc picture of Karina and her friend
Abc picture for karina and her family
Abc karina's relationship with her family (hand out)
Abc Gap fill hand out
Abc Match hand out
Abc markers,WB
Abc actions which are true for you
Abc Choose hand out
Abc complete hand out
Abc audio(the conversation)

Main Aims

  • Grammar

Subsidiary Aims

  • Listening


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

show students a picture of karina and her friend while karina hold a photo and ask students to guess what is in this photo.Elicit the true answer if they don't know I tell them that this is a photo from her twenty - first birthday party with her family.Ask students to guess and write what is her relationship to each person .check in pairs and check their answers through listening to the conversation finally feedback with students

Exposure (8-10 minutes) • To provide a model of the task

Give students a complete hand out about some information about Karina's family and let them guess the right answer then check in pairs then listen to the conversation and check their answers .Let them listen again if they need .Finally, feedback with them and check their answers

Highlighting Language (3-5 minutes) • to highlight the( TL) in context.

Ask students to underline the present simple and draw curved line under present continous in the previous exercise .check in pairs Then feedback.

Language Analysis (10-15 minutes) • To clarify the meaning, form and pronunciation of the task language

Give students a match hand out depend on TL to check their weak points and weak points while monitoring,then check in pairs and finally feedback the weak points on the board to clearify each tense and each situation through many example(clearify the meaning) from the task and elicit another examples from them (positive sentences)then make a quetion form of each sentence ,drill the sentences if they need ,clearify the form of each sentence and its question.

Language Practice (15-20 minutes) • To provide students with practice of the task language

give students a choose hand out to complete the correct tense .check in pair,then feedback(ask for their answers one by one and correct their mistakes "pronounciation or grammar)if they need.(controoled practice) Give students (complete the questions (in the form)in the present simple or continous).check in pairs ,feedback let them answer one by one ,correct their mistakes if they need. Ask other students the questions again which in the previous exercise .let them try to find one person who answers"yes"to each ask a person who says "yes"some questions about his/her answer. (free practice):I write on the board six of my important people in my life and explain who the people are,what they do and what they are doing at the moment then ask students to write the names of six important people in their life on a piece of paper and do the same ,talk with her/his partner about these names. Extra activity,Give them a task that they will write true with the action that is true for them then discuss in pairs .feedback,ask some students about their actions .

Feedback (2-5 minutes) • To praise good use of TL to correct errors in TL use.

while monitoring in each task ,I check their mistakes and give good feedback firstly,then correct their errors for TL use.

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