Martha Abdelmasseh Martha Abdelmasseh

Demo Lesson- present simple vs present continuous
Elementary level

Description

In this lesson, students learn about the difference in use between the present simple and the present continuous in the context of daily routines and actions happening now. First, to set a personalized context I will share with the ss that I usually wear casual clothes on a daily basis, but today I am wearing formal clothes for my interview. Then, I will ask the ss to discuss in pairs how they usually dress, and what they are wearing right now. Next, I will give ss the handouts which include an authentic piece of reading text about Michelle and how she usually wears a uniform to work but now she is wearing a skirt and a top. The ss will be asked to answer a set of questions that requires scanning for information about her usual routine and what she is doing right now. Then, I will ask the students to check their answers in pairs, then I will display the AK. Next, I will start to clarify the new language by reviewing the meaning, pronunciation, and form between the present simple and present continuous and to highlight the difference in meaning or use between the two tenses. For the controlled practice, students will work on Ex 2a in the SB on pg 90. Ss will check their answers in pairs. Then, I will display the Ak. For the freer practice, students will work in pairs and answer a variety of questions using the target language. In the end, I will provide the ss with content and linguistic feedback.

Materials

Abc New Cutting Edge, Elementary, SB
Abc the whiteboard
Abc Answer key
Abc Handouts
Abc Set of cards

Main Aims

  • To provide review of meaning, pronunciation and form of the present simple and present continuous, and highlight the difference in use or meaning in both tenses in the context of daily routine and actions happening now.

Subsidiary Aims

  • To provide the ss with fluency speaking practice in a discussion in the context of daily routines and actions happening now.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will set the context by sharing with them that I usually wear casual clothes such as jeans and t-shirts, but today I am wearing formal clothes. Then, to make the lead-in more ss centered, I will as the ss to discuss in pairs what they wear on a daily basis and what they are wearing today.

Exposure (8-10 minutes) • To provide context for the target language through a text in pg 89

I will provide the ss with the proper instruction to read the text provided in the handout about the normal routine of Michelle and what she usually wears for work and what is she wearing right now. Next, I will give the ss the handouts and demonstrate with them answering the first question. Then, they will practice scanning to look for information to answer the questions provided with the text. Next, Ss will check their answers in pairs. Finally, I will display the answer key.

Clarification (10-15 minutes) • To review the meaning, form and pronunciation of the target language and highlight the difference in use in the present simple and present continuous

I will use two marker sentences from the text to review three things such as meaning, form, and pronunciation and highlight the difference in use. The marker sentences would be, "At work, Michelle wears very dark colors", "This evening, she is wearing a new pink top and a blue skirt" First, I will clarify the meaning by asking the following CCQs for the first sentence: 1) Is this something she does every day? Yes 2) Is this a routine or a habit? Yes. The following CCQs for the second sentence: 1) Is this happening now? Yes. Second, I will highlight both forms on the whiteboard using color codes. Then, I will focus on different use of the present simple and present continuous by using timelines. The form for the present simple is sub+ verb (present tense). Then, the form for the present continuous is (sub+am/is/are+ verb+ing) Third, I will highlight and modal the pronunciation of the marker sentences. Also, I will highlight the word stress in the sentence.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

I will demonstrate Ex2a on pg 90 with the ss by answering the first question with them. Then, I will ask them to work individually on Ex2a. Next, the ss will check in pairs. Finally, I will display the answer key.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

For this stage, I will change the pairs. I will provide the students with 4 cards each. on the back of every card there will be the following questions, 1) what does he/she usually do on the weekend? 2) what do you think he/ she is doing right now? I will ask the ss to think of two family members and two friends. Then, they will write their names on the cards. First, I will demonstrate with the ss. Then, in pairs they will swap the cards and use them to ask their partners about the daily routine of their family members and friends, and what they are doing right now. During this exercise, I will monitor the ss to make sure that everybody is participating and write down any language errors to address later in the FB.

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