Present Simple vs Present Continuous
To provide review and extension of Ss' knowledge of present simple vs continuous in the context of ESP (e.g. aviation)
To provide fluency and accuracy speaking practice in a paired conversation in the context of learning languages
Procedure (37-55 minutes)
Write on the board: Why are you learning English? Do you need English for a specific job? If so, how are you learning it? Can Henry help you with this? Elicit some ideas. Encourage others to ask follow-up questions. FB: write some of the ideas on the w/b. (present simple and continuous)
M: Ss work alone to stick their labels (i.e. one present simple and two present continuous) onto the correct gaps. ex. 1 Ss Peer Check w/c FB on the PPT Analysis of Meaning: Show the timelines on the PPT. Elicit which is for PS which for PC. Option: Ss listen to the interview on p.8 and stand up when they hear present continuous and sit down when they hear present simple. (ex 2)
Elicit the difference in form. Use the timelines and the CCQs in the PPT. Drill 'moving gap' sentences to practise form (e.g. Ss: She speaks English T: now Ss: She is speaking English now) - chorally, in groups and individually
P: Model the pronunciation of -ing. Model the pronunciation of contractions. Elicit where the sentence stress falls and draw circles on the board. Drill the sentences with contractions. (use finger highlighting) Option: Ask Ss to read out the sentences in ex 4 loud in pairs.
Warm-up: Elicit the name of the contraption in the picture (i.e a pocket translator) Ask if they have one and if it is useful for them. Elicit some ideas. Ask Ss to read for the gist. Ss read and report to the class what they have understood W/c FB Ss fill in the gaps with appropriate form of the verb Ss Peer-check FB papers stuck on the walls of the classroom with the answers Ss do ex. 4 in pairs. T Monitors w/c FB
Ask Ss: what are these in the box? (languages) elicit their pronunciation. Model and drill as necessary. Ss choose the top five languages in the world. (ex 1) Peer-check: students compare their answers with another group w/c FB - T gives the answer on the PPT Draw Ss attention to the 'Useful Phrases' Box. Give Ss some time to read and help as necessary. Ss work in pairs to ask and answer questions in ex 2. (in two lines face to face, standing up) T monitors and notes errors and good language. FB Ss try to remember as much information about their peers and possible.
T gives language FB through elicitation Good language use and/or reformulations