Catherine Catherine

Grammar - Present continuous tense
Elementary level


In this lesson students learn about present continuous tense in the context of the staff having a stressful day in the office.


Main Aims

  • To provide clarification of present continuous tense.

Subsidiary Aims

  • To give ss practice using contractions with positive, negative and question sentences.


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Ss go to breakout room to discuss lead-in image. 'What are the family doing'?

Text-work for gist (2-3 minutes) • To set the TL of the lesson; present continuous tense

Ss listen to audio and answer 1 question. What is Frank's problem? I may ask for a volunteer for the answer in the class rather than sending ss to breakout rooms for peer correction in order to keep the timing for this gist task.

Text work intensive task for highlighting TL (4-5 minutes) • To draw students' attention to the target language

Ss listen to the audio CD2 45 again. They answer 4 questions with the aim of exposing them to the TL. I need to give the answers, keep the timing, and move on to the more important stage; MFP and CP If I have unexpected technical problems e.g. the audio, I will stay in the main room and ask volunteers for the answers so that I keep the timing. It is important that I do not start going into detail at this stage with answers.

Clarification (11-12 minutes) • To clarify the meaning, form and pronunciation of the target language

To Clarify MFP of TL Meaning: Ss will know the meaning as they have been exposed to TL in the gist and intensive task. The meaning will be clear. Slide 1 Draw ss attention to positive sentences 1 & 2. Ask 1 CCQ and more if needed. Get ss to look at and analysis negative sentences 3 & 4 Aak 1 CCQ! and more if needed. Draw ss attention to the contractions. Point out contraction I'm not. Form: Slide 2 Go over form of positive sentence. Subject + BE + verb+ing Go over form of negative sentence. Subject + BE NOT + verb+ing The custom made chart of the 2 forms of positive & negative at top of slide 2 is clear. Slide 3 If there is time have ss re-arrange the blue cells into question form in breakout rooms. If not ask for volunteers and do the task together. Slide 4 Show ss the form of question words Let them see the forms of positive, negative and question sentences in the simple custom made box on same slide. Pronunciation: Drill sentences 1, 2, 3, & 4 taken from students course book. Ss repeat the sentence stress together. Point out the syllables that have the stress with the blue boxes. Let them hear the schwas in the linking sentences such as 'for a' in I'm waiting for a taxi.

Controlled Practice (7-8 minutes) • Students carry out meaningful practice of the TL

Students do a gap fill task individually of seven questions on the TL on Google Forms Taken from exercise coursebook face2face P.65 6a After the task, they peer check in breakout rooms. Back for OCFB If the class is behind on the timing, the correction can be done in group work by asking for volunteers to answer the questions

Free Practice (7-8 minutes) • To provide students with free practice of the target language

Students go to breakout rooms in pairs and have freer practice to express themselves and use their own sentences with the TL. Image of Frank, Janet and Danny in the office. Frank is sleeping while the other two are working. The Tamada brothers are working in their office.

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