Diana Laura Rodríguez Patrón. Diana Laura Rodríguez Patrón.

Present continuous.
Elementary. level


Abc PowerPoint Presentation.
Abc Form handout.
Abc Gap-fill hand out (CP)
Abc Zoom Board.

Main Aims

  • To provide review and practice of present continuous in the context of work meetings.

Subsidiary Aims

  • To provide gist reading practice using a text about problems in work.


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

T shares screen and shows students PPP with two people. T ask them to think about what they are doing. T ask nominate 2 students to participate.

Exposure (gist) (6-7 minutes) • To provide context for the target language through a text or situation

T shares screen to a google Site and instructs that they will read a conversation and match if the sentences are true or false. T shares the link in the chat box and makes sure that everyone has access. T instruct that they will have only two minutes so they will be reading for general idea. T ask ICQ's: If you only have 3 minutes you will read for general idea or detail? General. How many minutes do you have? 3 mins. After the two minutes T instructs that they will compare answers with a classmate for two minutes in BOR. OCF.

Language Clarification (11-12 minutes) • To clarify the meaning, form and pronunciation of the target language

T shares screen in PPP. T ask them to look at the timeline of Present Continuous with the sentence 'I'm reading a book'. T ask CCQ's while points at the main characteristics of the tense. 'Is it happening now? Yes' 'It happen always? No' T ask them the components of the sentence while they are highlighted. What is 'I' in this sentence? Noun. Then, what do we have, am, right? How is called? Verb to be. After verb to be we have the main verb, plus what? Ing. And at the end we have the complement, right? Yes. T instructs they will do an activity to clarify the structure of the tense. T shares screen of the document and demo the first answer. 'Now I will send you to BOR to do a task in pairs, you will have 4 minutes for it, team 1 will work in the first page and team 2 in the second'. T ask ICQ's, Will you do this in trios or pairs? Pairs. How many minutes do you have? 4. When time is over, T will mark intonation and sentence stress in three examples and elicit that this tense appropiacy is neutral. Do you think this formal neutral or informal?

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

T shares screen with the controlled practice activity. T instructs: 'Now you will do this activity, you will fill the spaces with the correct form of present continuous' and demo the first one. 'you have 3 to 4 minutes for it'. T sends them a word document with the gap-fill activity. SS work individually. T sends SS to breakout rooms to review their answers for 2-3 minutes .Encourage students to share screen with peers in BOR. T monitors every breakout room and takes notes to decide which items to spend more time on in OCFB. OCFB: T shares screen and nominates students to answer the questions. T types the answers in her doc as the students speak. T shares screen with the answer key. T ask if there is any question.

Free Practice (7-8 minutes) • To provide students with free practice of the target language

T instructs students to look at the PPP, T reminds them the context of the story and the characters. T instructs 'Now discuss with a classmate what are the characters doing at 10.05 a.m, please remember to use what we saw before, For example: I think Janet's having a meeting'. After that sends them to BOR for 4 minutes. Students practice speaking in breakout rooms for ~4 minutes. T monitors each breakout room and takes notes on good language or corrections that need to be made. OCFB: T ask one team to share what they have talked about.

Closing (4-5 minutes) • Provide Delayed Error Correction.

T highlights examples of good student language and provides opportunities for corrections for errors.

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