Kate Demirtaş Kate Demirtaş

Intermediate level


The lesson starts with a short speaking activity as a lead-in, then students work out MFPA of the TL by themseleves. There is one controlled practice to check students' understanding of the TL and two freer speaking activities to allow students work on their fluency and appropriacy of the TL.


Main Aims

  • To enable students to understand the difference between the Present Simple and Present Continous.

Subsidiary Aims

  • To provide fluency speaking practice of the present simple and present continuous in the context of discussion about foreign languages.


Lead-in (5-7 minutes) • To set the context for the lesson and engage Ss' interest.

Greet the Ss. Ask Ss a few questions: Where do you live? What time do you usually go to bed? Where do you normally meet your friends? Are you reading anything at the moment? Are you studying for an exam right now? Do you do any sport? Divide Ss into the groups of three. Ss will ask each other questions using the prompts form the wb ( write them on the wb before the lesson starts) The prompts will be: Where do you..........? What are you..........st the moment? When do you normally...............? How do you...................to work/university? What time do you...................? How often do you.............?

Language Focus (6-8 minutes) • To enable students to understand the difference between the tenses Present Simple and Present Continuous

Say two sentences: I live in Kadikoy. I'm staying in Sarıyer at the moment. Elicit the difference. The Ss will be given handouts in which they will have to choose the rules and correct forms of the TL. Ss do the task individually and then compare the answers with their peers. Monitor and elicit the correct answers -Ss write the rules on wb.

Controlled practice (8-10 minutes) • To allow students and teacher to check students have understood the difference between the tenses Present Simple and Present Continuous.

Ask Ss whether they use google translate. Why/Why not/What for Is it realiable? Distribute the ex3 from p9. Tell the Ss to do the task individually. After Ss finish they compare their answers in pairs. Elicit answers from each pair. Ask Ss if they have ever used portable translators. Ask Ss what do they do when they don't understand something in a foreign language. Elicit the meaning of the adjectives portable, efficient, unreliable

Free speaking practice (8-12 minutes) • To give Ss speaking practice and to personalise the topic.

Divide Ss into 2-3 groups. Distribute handouts with questions related to languages and culture. Ask Ss to work together in groups to answer the questions. After 6mins Ss present their ideas in open class. Monitor and assist when needed. Ask some follow-up questions

Follow-up game 'Tower block' (6-8 minutes) • To give Ss freer speaking practice

The game is taken from the book Intermediate Communication Games by Jill Hadfield. Each student is given a role card describing their role. Tell Ss they are all college students and live in a college hall of residence. On the cards Ss have information about themselves and their neighbours. Ss have to get up and move around the class, asking questions and describing themselves, so that they find their neighbours. When Ss find their neighbours they stand next to each other. At the end of the game all Ss will arrange themselves in a row corresponding to the rooms they occupy. Monitor and assist when necessary.

Feedback (3-5 minutes) • To provide feedback

Write a few mistakes Ss made during the lesson on the wb with the correct version. Elicit the correct form.

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