Anna Carrera TP3
To provide students with understanding of Present Simple and Present Continuous and allow them to practice in the context of their daily routines.
To provide accuracy in using the language when talking about their lives and routines.
Procedure (34-45 minutes)
T talks about having a day off and asks students what they do when they have a day off. T: When I have a day off, I hike in the mountains. Today I am not hiking because I have to work. T: What do you do when you have a day off from work or school? Are you doing X right now?
T shows students students some pictures and asks: What am I doing? What are my friends doing? T elicits some present continuous language from students. You are cooking. They are drinking. He is watching TV.
T asks Ss to read the text and discuss with their partner: What do you notice about the green text? [A: they all end with -ing] What always comes before the green verb? [A: am / are / is ] What do you notice about the blue text? [A: they are in the base form] What always comes before the blue verb? [A: The subject] OCFB: T asks Ss to say their answers to the above questions. T asks: when do we use the -ing form? when do we use the base form of the verb?
(M) Clarify Meaning of present continuous with example sentences and timeline. Clarify Meaning of present simple with example sentences and timeline. Jamboard Activity to check for understanding meaning. (F) Clarify form using the present simple and present continuous tables. (P) Some drilling to ensure the -ing and the 's' in third singular is pronounced properly.
Activity 3, page 35 Student Book: In pairs students choose the correct form for each sentence. OCFB to check answers.
Students write some notes about 1.) things they usually do all the time and 2.)things they are doing differently or temporarily right now. Ss practice using the learned forms in a pair discussion. T models with one student.
OCFB students share one thing they learned about their partner. DEC if needed.