How to talk about the present, Present Continuous
Elemantary, A1 level
To provide clarification of present continuous in the context of how to talk about the present.
To provide accuracy speaking practice in a conversation in the context of how to talk about the present.
Procedure (44-57 minutes)
I will show the Ss short video clips of the teachers in the school that I shot with a handy cam, doing different actions. I will give the Ss a hand-out with six sentences and will ask them to match these sentences with the video clips.
I'll project the picture on the board which the Ss will work on their work sheets later on. I will ask them questions-"where are these people? what do you know about these places? what is this place famous with?"-and let them think about what the picture may be about.
CCQ: "What am I doing now? I'm talking to you. What are you doing at the moment? You're listening to me. So is it happening now or everyday?" (Now.)
Ss will match the sentences in the work sheet with the actions in the picture. Then they will fill in the gaps in a table where they will understand the form by checking the rule below.
The Ss will do the exercise 2A in their work sheet. They will fill the gaps in the sentences with verbs given in the box and check their answers with their partners. I will project the exercise on the board and the Ss will come to the board for the feedback. Then they will match the photos on the map with the sentences they did in the previous exercise.
I'll give them another gap-fill hand-out. They will write the -ing form of the presented words in the sheet. I will emphasize the form of the words in this stage.
Ss will do another controlled practise, this time they will use the target language to form questions, using the guidance on their work sheet
Ss will work in pairs and take turns. They will speak about three people they know and what they might be doing at the moment. Qs: 1. Write the names of three people you know. What do you think they are doing at the moment?
The teacher will take notes during monitoring of both good and bad examples of language then will write them on the board. The teacher will ask the students to discuss in pairs what could be wrong with the sentences and then the teacher will give f/b on the board by crossing the wrong part of the speech.