Sevim EVREN Sevim EVREN

Present Simple or Present Continuous Lesson
Elementary, A1 level

Description

In this lesson, students learn about the difference between Present Simple or Present Continuous Tense through guided discovery based on a text about London. The lesson starts with a lead in question asked by the teacher to the whole class about what they know about England. This is followed by Pre-teaching the vocabulary that takes place in the listening text. Then, listening for gist and specific information activities are done. Next, guided discovery is applied to make the difference between the two tenses clear for the students and controlled practises are done to practise the grammar topic. Finally, the students are given a few questions to ask each other and answer them in a freer way and a delayed feedback is given at the end of the lesson.

Materials

Abc OHP
Abc OHP
Abc Pictures
Abc Laptop
Abc Handout 1
Abc Handout 2
Abc Handout 3
Abc Handout 4
Abc Handout of pictures
Abc Question cards

Main Aims

  • By the end of the lesson, students will be able to understand the difference between the present continuous and the present simple, and use these two tenses in controlled and freer practices.

Subsidiary Aims

  • By the end of the lesson, students will be able to listen to a text in the context of London and get the gist and specific information.

Procedure

Lead-in (3-4 minutes) • To make students become familiar with the context of the lesson.

After greeting Ss, T shows the map of England using OHP and asks "What's it?" -map "Do you know where it is?" -England "What do you know about England?" T asks Ss to work in pairs and discuss this question. Then, she asks SS their opinions and gives WC feedback.

Pre-teach vocabulary (5-7 minutes) • To enable the Ss to learn vocabulary which is not clear to them.

T uses some pictures or makes some explanations to elicit the vocabulary which takes place in the listening text - palace, castle, queen, flag, go through, go up. Then she asks CCQs, drills and writes these words on the board.

Prediction before listening (1-1 minutes) • To raise Ss' awareness to the listening text.

T shows the picture of two tourists (Ivan and Eva) to Ss and asks "Where are they?" -In London.

Listening for gist (3-4 minutes) • To enable the students to get the main idea of the listening text.

T has some picture handouts in her hand and she explains each photo. - The London Eye, Tower Bridge, Madame Tussaud's, Buckingham Palace. She asks Ss to listen to dialogues and put these pictures in order. Then she gives picture HOs to Ss and plays the recording (CD 2 Track 62). After Ss listen to the dialogues for the first time, T asks Ss to compare their answers with their partners and then she gives WC feedback.

Listening for specific information (5-7 minutes) • To make the students listen to the text more carefully.

T shows Ss another handout and says "In these handouts you will see the dialogues you've listened. Listen again and fill in the gaps alone. You'll put the verbs in brackets into the present continuous or the present simple." T gives HOs to the Ss, plays the recording. While Ss are doing the exercise, she monitors not too closely, but to check whether Ss need to listen again. If it's necessary, T plays the recording again. Then, T asks Ss to compare their answers with their partners and gives AK.

Guided discovery (8-12 minutes) • To enable the students to understand the difference between the to tenses.

T has new HOs in her hand and says "Read the sentences in the first part and with your partners answer the questions." She gives the HOs and while Ss are answering the questions, T monitors them. Next, she wants them to unfold the paper and do the other exercises in pairs. After they finish all exercises, T gives the AK and asks Ss to check their answers. Then she gives some oral feedback if it is necessary.

Practising Grammar 1 (4-6 minutes) • To enable the students to practice more using the grammar topic they have learned

T has some handouts in her hand and says "There are some sentences here. Work alone. Complete the sentences with the verbs in parenthesis in the correct form." T gives a handout to each student. While Ss are doing the exercises T monitors them. When they finish, T asks them to compare their answers with their partners and then gives AK.

Practising Grammar 2 (4-6 minutes) • To enable the students to practice more using the grammar topics they have learned.

T has new handouts in her hand and says "There are sentences here. Work in pairs and find out whether these sentences are right or wrong." T gives a HO to each student. While Ss are doing the exercise, T monitors them. When they finish, T asks them to compare their answers with the other pair and then gives AK.

Freer Speaking Practice (6-7 minutes) • To enable the students to use the grammar topic in a freer speaking practice.

T has some question cards in her hand. She says "Now, I'm going to give some question cards to you. Work in pairs and ask these questions to each other and answer them using the present continuous and the present simple." T gives the cards to Ss. While they are speaking, T monitors and takes some notes of their errors. If the time allows, T pairs Ss with new partners

Delayed Feedback (4-5 minutes) • To enable students to see the errors they've made

T writes some sentences on the board. These are the sentences said by Ss and they have some errors. T says "Work in pairs and try to find the errors in these sentences." After Ss finish discussing,T asks Ss what they think about the errors in the sentences and makes necessary corrections on the board.

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