Curtis Curtis

Present Continuous Tense for Future Arrangements
Pre-Intermediate level

Description

In this lesson, students will learn about using the present continuous tense to talk about future arrangements in the context of New Year's plans.

Materials

Abc Cutting Edge: Pre-Intermediate Students' Book

Main Aims

  • By the end of the lesson, learners will have practiced and revised using the present continuous tense for future arrangements in the context of holiday and New Year’s plans.

Subsidiary Aims

  • Learners will have also practiced their fluency for speaking in the post-task discussion.
  • Learners will have also practiced their reading for gist skills.

Procedure

Lead-in (5-6 minutes) • To set the context of the lesson and engage the students.

- Teacher introduces lesson by telling students they will continue to talk about the New Year. - Teacher displays images of four activities to celebrate the New Year and instructions for a lead-in on the screen. - Instructions: Discuss which one of these activities you would choose to celebrate the New Year and why. - Teacher demonstrates the task by providing a brief answer to the question. - ICQ: Can you talk about any activity? No. - ICQ: Do you have to pick one of these four activities? Yes. - Students work in groups to discuss which activity they would choose and why. - Teacher conducts OCFB by asking one to three students from different groups to share their responses.

Presentation Through Text (4-5 minutes) • To show the target language in context and read for a general understanding.

- Teacher tells students they will read three people’s plans to celebrate the New Year to get a general idea of each of their plans. - Instructions: Read and match each person’s plan with the best image. You have 2 minutes. - ICQ: Are we reading for much detail or for the main idea? Main idea. - Learners read the text and complete the reading for gist task individually. - Teacher conducts OCFB by asking the learners what image best matches each person’s plan.

Clarification (10-12 minutes) • To cover meaning, form and pronunciation of the target language.

-Teacher tells students there is something interesting going on in some of the sentences within the text. -Teacher displays copies of the sentences in which the target language is found on the screen: -“This New Year my family is renting a house in the mountains.” -“I’m having a party on New Year’s Eve.” -“My mother is cooking a special dinner for all the family.” -“Then, at twelve o’clock, my friends and I are going to the beach.” -“We are meeting lots of other people for a big beach party.” -Teacher asks students if these sentences have anything in common with each other to check students’ current understanding and elicit the fact that all of the sentences reference future plans. -Instructions: In groups, look at the sentences and answer the questions below. 1. “This new year my family is renting a house in the mountains.” Is my family renting a house in the mountains now? When will my family rent a house in the mountains? Is this a possible plan or a definite plan? 2. “I’m having a party on new year’s eve.” Did I already have a party? When will I have a party? Is this a possible plan or a definite plan? 3. “My mother is cooking a special dinner for all the family.” Do I tell you when my mother is cooking a special dinner? Can you guess when my mother is cooking a special dinner from the context? 4. “Then, at twelve o’clock, my friends and I are going to the beach.” Did my friends and I already go to the beach? When will my friends and I go to the beach? Teacher demonstrates the task by completing the first question with the students. -Students work in pairs in breakout rooms to answer the questions. -Teacher conducts OCFB by asking students for their answers, nominating less talkative students as needed. -Teacher asks students the following CCQ to elicit the use of the present continuous tense: -CCQ: Is the activity in progress, finished or scheduled? Scheduled. -CCQ: If an activity is already scheduled, is the activity a definite plan you will do or a possible plan you might do? A definite plan you will do. -CCQ: Are we talking about things we would like to do, things we will probably do or things we have arranged to do? Things we have arranged to do. -Teacher displays copies of three of the sentences in which the target language is found on the screen: -“This New Year my family is renting a house in the mountains.” -“I’m having a party on New Year’s Eve.” -“My mother is cooking a special dinner for all the family.” -Teacher asks the students the following questions for each of the sentences: -What is the subject? -What is the helping verb? -What is the main verb? -Is the future time mentioned? What is it? -Teacher applies formatting changes as students provide a response to visually showcase the form. -Teacher asks the students how to make the sentence negative, time permitting. -Teacher asks the students to fill-in-the-blanks for the formula to use the present continuous tense to talk about future arrangements: -Subject + ________ + ________ form of the main verb + future time -Teacher displays copies of three sentences in which the target language is found on the screen: -“My mother is cooking a special dinner for all the family.” -“Then, at twelve o’clock, my friends and I are going to the beach.” -“We are meeting lots of other people for a big beach party.” -Teacher asks students which words or parts of words are stressed in the underlined part of the sentences. -Teacher displays the following words on the screen: renting, having, cooking, going and meeting. -Teacher asks students what syllable is stressed in each word to elicit the pronunciation of words ending in -ing (i.e., the first syllable is always stressed).

Controlled Practice (9-10 minutes) • To practice using the target language in a controlled way.

-Teacher tells students they will practice using the language discussed. -Instructions: Complete the questions below with the verbs in the box. You have 5 minutes. -Cooking -Doing -Going -Going -Going -Having -Having -Meeting -Taking 1. Are you ________________ out for a meal tonight? Who are you going with? 2. Are you ________________ anything interesting this weekend? What? 3. Are you ________________ anyone after this lesson? Who? 4. Are you ________________ shopping later today? Where? Who with? 5. Are you ________________ a birthday party soon? When? 6. Are you ________________ dinner this evening? Who for? What are you ________________? 7. Are you ________________ any important exams in the near future? When? 8. Are you ________________ abroad soon? Where? Why? -Teacher demonstrates the task by completing the first question with the students. -ICQ: Can you use any verb you want? No. -ICQ: Do you have to use one of the verbs in the box? Yes. -ICQ: How long do you have? 5 minutes. -Students complete the controlled practice individually. -Students work in pairs in breakout rooms to check their answers. -Teacher conducts OCFB by asking students for their answers, nominating less talkative students as needed.

Freer Practice (9-10 minutes) • To practice using the target language in a freer, communicative task.

-Teacher displays instructions for a production task on the screen. -Instructions: Discuss what you are going to do… -Tomorrow. -This weekend. -On Christmas Day. -On New Year’s Eve. -Teacher demonstrates the task by providing a brief answer to the question for each date given. -ICQ: Are we talking about what we did in the past? No. -ICQ: Are we talking about what we are going to do in the future? Yes. -ICQ: Are we using the present continuous to talk about future plans? Yes. -Learners work in groups in breakout rooms to discuss the question posed. -Teacher conducts OCFB by asking one learner from each group (if time permits) to provide a recap of what was discussed (e.g., who did you talk to? What did you talk about?).

Feedback (5-6 minutes) • To provide learners with feedback on the completion of the task and target language used.

-Teacher writes samples of students’ production and instructions to identify and correct the incorrect sentences on the screen. -Instructions: Identify and correct the incorrect sentences. -ICQ: What are we going to do? Identify the incorrect sentences and correct their errors. -Students work in pairs in breakout rooms (or as a class, depending on time constraints) to identify the correct sentences and to correct the incorrect sentences. -Teacher conducts OCFB by asking the students for the correct sentences and for the corrections to the incorrect sentences.

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