Barbara Barbara

TP3 - Grammar
Pre-Intermediate level


In this lesson, students will contrast simple present and present continuous in the context of a conversation between two friends that visit the city of London. The lesson starts with a discussion about the main attractions of the city. This is followed by an exercise where students read a dialog between two friends visiting London and decide which of the places suggested is the one they are at the moment. After clarification stage, there is a controlled practice where students do a fill-in the blank activity with the correct form of the verb (present simple/continuous). Then, a feer practice activity where students are required to write a postcard, using the TL and the structure from the previous exercise.


Main Aims

  • To contrast simple present and present continuous in the context of a conversation between two friends

Subsidiary Aims

  • To provide gist reading practice using a text about London in the context of a conversation between two friends


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Teacher will show 4 photos of the main attractions of London ( Buckingham Palace, London Eye, St Paul's Cathedral and Big Ben) and ask students if they had the opportunity to visit London, which of these four attractions they would like to visit first and why.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

Students will be given 3 min to read the dialog presented and decide which photo corresponds to the place where the people are talking from. IQCs will be used to check understanding. (The answer is London Eye. They should be able to identify this by reading expressions such as "it's moving" "we're going up", "it's going down now" "the door is opening" or even the conversation in general that implies that from there you can see all the other places). They will do this quickly, since they will be only reading for gist. Then, they will be given 2 min to compare their answers before OCFB.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Students will see two boxes. One with two sentences in present simple and the other with two sentences in present continuous. This is a GD task in which students have to match the correct set of sentences with its corresponding meaning and grammar tense. They do this in pairs and are given 2 minutes before visual OCFB. ICQs are used to check understanding. Then, in the next slide, they see the same four marker sentences and answer CCQs to clarify meaning (E.g." It only flies when the Queen’s at home" -Does the flag fly every time the Queen’s at home? Will it fly if the Queen is not at home?). Next slide is for Form. They work on the same marker sentences, this time T elicits the correct form by asking FCQs. The first example is done for them, the idea is that they can work on the rest in pairs before visual OCFB. For pronunciation, I plan to elicit sentence stress, linking and intonation, then drill.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Here students will be presented a copy of a postcard written by one of the people from the initial dialog. Students will be given 4 min to fill-in the gaps with the correct form of the verb (present simple or present continuous). T will model the first one as demo. Then, they will have 3 min to compare their answers before visual OCFB.

Free Practice (10-15 minutes) • To provide students with free practice of the target language

At this stage, students will have to write their own postcard, using the same structure as the one they worked on the previous stage. They will work in pairs and write a similar postcard, using at least 2 sentences in present simple and 2 in present continuous. They will have 8 minutes to do this. ICQs will be used to check understanding. Teacher will monitor in case ss have questions or need assistance with the task. After that students will share their work with the class. Finally, T will conduct feedback and DEC.

Web site designed by: Nikue