Adrian Nurse Adrian Nurse

Simple Present vs Present continuous
Elementary level


Students learn the difference between present simple and present continuous and use them in sentences and speaking. This is executed through learning about types of clothes they ear, what do they do on a daily basis, what are they doing now. What do they usually wear in the office or at home. Students talk and write about daily routines and use adverbs of fequency too.


No materials added to this plan yet.

Main Aims

  • To provide clarification, practice and review of present continuous present simple in the context of clothes work

Subsidiary Aims

  • To provide product writing practice of a present continuous present simple in the context of Homes


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

T-Ss T shows Ss of a man getting up in the morning. Asks Ss ccq's. Ss-T Ss reply with short answers about the man T-Ss T-Ss T asks them more ccq's about their daily routines

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T-Ss - T exposes students to images of an office and elicits to them about how they usually go to work, or school or anyother activities. Ss-T Ss respond and give examples information of their dily routines or lives using simple present. T-Ss T drills these examples of present simple and present continuous to the students. Ss-T Ss repeat these sentences and make up their own in both tenses.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Examples of the structure are shown to the students of both tenses T-Ss. The teacher elicits these to the Ss. Ss-T Ss repeat them until T is satisfied that they remember them.

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

T-Ss T gives students writing exercises and some vocabulary so they understand the context Ss-T Ss complete these exercises to understand the forms and give more examples. T-Ss T asks questions about the structure and more CCQ's about the context

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

T-Ss T gives the students written exercises to check they ue the correct tense. Ss-T Students complete exercises PW Ss work in pairs and answer the exercises and check T-Ss T gives feedback to students on the exercise for control and CCQ's

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T-Ss Teacher gives students some more semi-controlled practice. Ss-T Ss respond with the correct form of the tenses with their own answers. T-Ss T checks other vocabulary they may be unsure about

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

T-Ss T instructs Ss to write about their daily routines as one option. Ss-T Ss write at least five routines they usually do. Ss do group work or pair work for this activity. T- Ss T checks the answers in feedback

Web site designed by: Nikue