TP3 Demo 17 July 2020
NCE Pre Intermediate level
To contrast simple present and present continuous within the context of an article on the fashion industry.
By the end of the lesson students will have practiced vocabulary and expressions relative to simple present and present continuous.
Procedure (34-42 minutes)
Greet students & introduce myself. Send everybody in the room the entire article pg. 34 - 35 SB via Zoom group chat (pdf or image file). Share screen and display Jamboard of entire article pg. 34 - 35 from SB. Introduce topic: Language - Present Simple & Present Continuous - within context of fashion magazine Glitz. Introduce example 1 from SB and have Ss talk about the topic: The people in the photo work for a fashion magazine called Glitz. How do you think they spend a normal working day? ￼Who does what? This activity is designed to arouse student's interest in the topic and prepare them for learning grammar. Instruct the students to discuss their ideas with their partner and fill out the first Google form (multiple choice). Send the Google Form link to students through Zoom group chat. Send students to breakout rooms. Monitor breakout rooms in the event the students have questions about the lesson or technical problems. 4 minute limit.
When students return from their group discussions, nominate a student to begin the conversation "How do you think they (the employees) spend a normal working day?" Ask the students if there were any vocabulary words that they didn't understand, or had problems pronouncing. This is an opportunity to reaffirm what students learned or didn't learn, and to make sure that they advance prepared for the next phase. It's also an opportunity to praise students and give them confidence. Give every student an opportunity to explain their answers and contribute. 4 minute time limit.
Read to the class: Today is a national holiday, so everybody at Glitz has the day off. Read about how Imogen is spending her day. Advance to Jamboard 3. Introduce ex. 2 pg. 34 - Imogen. Instruct the students to return to their original groups and read the text from their image file/pdf. They may compare answers in pairs via private message. Instruct the students to make note of the sentences that talk about Imogen’s activities for discussion in OCFB. Students begin exercise while teacher monitors in the event that they have a question about the text. 4 min time limit.
When students return from their group discussions, nominate a student to begin the conversation "How do you think that Imogen spent her day off?" Encourage the students to describe Imogen's day off in tenses, eg. "when". Ask the students if there were any vocabulary words that they didn't understand or had problems pronouncing. Give every student an opportunity to explain their answers and contribute. 4 minute time limit.
Advance to MFP slide and introduce the lesson by showing portions of text culled from the article. Examine the verb structures in the text and cover all aspects of MFP, focusing on tenses. Make sure that the students understand the differences between present simple and present continuous by displaying time lines. Elicit answers from students individually and have them repeat the answers back individually and chorally. 8 min time limit (if possible).
Instruct the students to complete the exercise using Google Form no. 2. Students are to choose between the two verb tenses using the concepts that they learned in MFP. This allows them to practice the new language in a controlled manner. Switch screens to Google Form no. 2 and clarify the instructions. The students will do this individually and then check their answers in pairs via private message. Monitor practice activity by sending private chat messages to students. 4 min. time limit. 4 minute time limit.
Share screen and display the final slide in the deck. Introduce the freer practice task exercise by asking students to describe one thing about themselves using present simple and present continuous verb forms. This will give the students the chance to practice the verb tenses that they learned in the lesson and allow the teacher to correct any mistakes in grammar or pronunciation. Encourage all students to participate and contribute so that they are able to speak freely with each other and communicate their ideas in an open, friendly format. If time allows, conduct delayed error correction immediately after using errors uncovered during the previous phases. Ensure that students leave the lesson with their questions answered and prepared for the next lesson.