Benjamin Benjamin

Present continuous and present simple
Pre-Intermediate level


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Main Aims

  • To provide clarification and practice of the simple present and past continuous tenses in the context of employment

Subsidiary Aims

  • To provide gist reading practice using a text about employment
  • To provide clarification and review of the simple present and past continuous tenses in the context of employment


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Have learners talk about 1 or 2 questions related to the topic of the lesson: What are you working on at the moment? At work, as a hobby, etc. If you are, do you plan to share this work?

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

Instruct students to look at the photos and read the letters. Then, have them answer the following questions: Why is Bonnie unemployed? Why is Harry unemployed?

Highlighting (3-5 minutes) • To draw students' attention to the target language

Have students look at highlighted phrases within the letters, afterwards, instruct them to designate each phrase as either present simple tense or present continuous tense.

Clarification (5-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Cover Meaning, Form, and Pronunciation of the phrases used in the previous section. Grammar of the present simple tense and present continuous tense.

Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

Students will read a letter sent from Harry to Frank and fill in the gaps of the sentences using either a simple present tense or present continuous grammar tense grammar structure. Students will do this individually and compare their answers with each other in BORs.

Free Practice (5-7 minutes) • To provide students with free practice of the target language

Students will work in pairs in BORs to answer the following questions: Do you think it’s more difficult to be unemployed when you’re young or when you’re older? Why? Can people in your country get unemployment benefit? If not, what do they do? What’s the best way to find a job?

Feedback on the task (3-5 minutes) • To provide with an opportunity to respond to the exercise and expand on what they've learned

Have students give feedback with the class to identify possible errors or questions about present simple or continuous tenses.

Delayed error correction (2-4 minutes) • To help students identify mistakes made and respond necessary questions.

Provide students with the correction of errors identified during monitoring of the BORs activities.

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