Present Simple vs Present Continuous for Future
By the end of the lesson, learners will have discovered the MFP and practised the use of Present Simple vs Present Continuous to express Future in the context of holidays
By the end of the lesson, learners will have practised fluency speaking in an informal dialogue in the context of holidays
Procedure (36-45 minutes)
- T welcomes the class - T sets the task (1 min): What do you like doing when you're on holiday? For example, I love going to the beach and just walking the streets. Discuss in pairs for 2 minutes. - Learners discuss in pairs in breakout rooms (2 mins). - T conducts OCFB (1 min).
- T gives instructions and demos the task (1 min): Now read this email and choose the best description. Do you have to read for detail or just for the main idea? (Just the main idea.) Just 2 minutes individually. - T shares link to the task. - Learners work in Google Forms individually (2 mins). - Learners briefly compare answers in the chat (1 min). - T conducts OCFB (1 min).
- T gives instructions and demos the task (1 min): Now read the questions and choose the correct option. Just like this (DEMO). Click on NEXT and continue on the next page. You will work in pairs. Just ONE SUBMISSION per pair. Do both of you have to submit or only one of you? (Only one.) Good, go ahead. You have 5 minutes. - Learners work Google Forms in pairs (5 mins). - T conducts OCFB and asks CCQs and FCQs (1 min): In these cases, are Present Simple and Present Continuous used to refer to the present or to the future? (To the future.) Do we use Present Simple for timetabled events or for arrangements with other people? (For timetabled events.) Which tense do we use for arrangements with other people? (Present Continuous.) What do we use to make questions in Present Simple, do or be? (Do/does.) When do we use ‘does’? (For he/she/it). When we make questions in Present Continuous, do we keep the same word order or do we invert it? (We invert it.) - T elicits sentence stress from learners, highlights weak forms and linking where necessary (1 min): Where's the stress? Do I say /æt/ or /ət/? (/ət/.) Do I say /æt eɪt pɪem/ or /ət'eɪtpɪem/? (/ət'eɪtpɪem/.) - T conducts choral and individual drilling (1 min)
- T gives instructions and demos the task (1 min): Now fill in the gaps with the correct tense of the verb in brackets (present simple or present continuous). Just like this (DEMO). 3 minutes, individually. - Learners work individually in Google Forms (3 mins). - Learners check briefly their answers in the chat (1 min). - T conducts OCFB (1 min).
- T gives instructions and demos the task (1 min): Your friend is on holiday and you're speaking to him/her on the phone. Ask three questions using the Present Simple and three questions using the Present Continuous. The questions have to refer to the FUTURE. For example, can you ask a question in Present Simple? And in Present Continuous? (nominate different learners) Good, you have 3 minutes to write your questions in your notebooks, individually. - Learners work individually in their notebooks (3 mins). - T sets speaking task: Now ask your partner these questions. You will change pairs at some point. You have 8 minutes. - Learners work in pairs in breakout rooms (8 mins). - T monitors each pair and makes note of common errors for DEC (with camera and microphone off). - If there is enough time, learners switch pairs.
- T conducts content OCFB (1 min): Where was your partner on holiday? - T writes both good and not so good use of language on the slide and ask learners to think for a moment (1 min). - T nominates different learners to identify and correct the errors. T writes the corrections and elicits explanation from the learners (2 mins). - T provides further clarification and refers to previous slides, if necessary (1 min). - T closes the class.