Sebastian Sebastian

Teaching Practice 8
Elementary level


In this lesson, students learn about the present continuous in the context of office work. They will mention what they do at work in the lead-in and then listen to a phone conversation about Frank being late. Then, MFP about the TL through some quick tasks. Later, Controlled Practice through a Google Form where they will do a fill-in-the-gap task and then end with Freer Practice with a pairwork about a picture of an office to finish off with DEC.


Abc Audio
Abc Slides
Abc Summary
Abc Freer Practice Sheet

Main Aims

  • To provide clarification and practice of the present continious tense in the context of office work

Subsidiary Aims

  • To provide gist listening practice using a work call in the context of office work
  • To provide fluency speaking practice in a conversation in the context of office work


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

The lead-in will be related to activities at work. The teacher will show the students some pictures of what teachers do for work, like preparing notes, giving a lesson to a classroom and writing a report. They will mention what they do at work and then ask the students about their own experiences.

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

After the lead-in, the students will be shown a picture of Frank, Liz and Janet, and two questions next to it that say: "What is Frank’s problem?" and "Why can’t Adriana take notes?". The students will listen to a recording about Frank being late for a meeting twice; the first time for the demo and the second time for them to answer the questions. They will have three options for each question. After the first recording, which will only be half of the audio, the teacher will ask the first question and listen to the students' answers. Then, after the second listen, the students will mention the answers and the teacher will tell them if they are correct.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

For this stage, the teacher will be going over MFP using the slides. First, they will show 4 sentences from the recording with the verbs in bold and ask "when are these actions happening?" and the students will choose from three options. After they answer, a timeline will be shown and the teacher will explain that PC is used to talk about actions that are happening at the moment. For Form, the teacher will show a chart the students will complete in OCFB. Chart 1 is about how to use PC for affirmative and negative sentences, as well as questions and yes/no answers. Then, the teacher will show Chart 2, which explains how to add -ing at the end of verbs. Students will write the ing form of the verbs shown in the Zoom chat and check the correct spelling with the chart on the screen. Finally, for Pronunciation, the students will be shown 4 sentences one by one, and they will have to identify the stress of each sentence after the teacher elicits it by saying it. After identifying sentence stress, they will engage in choral and individual drilling. There might be a use of backchaining for the 3rd sentence since it has a lot of stressed words and, through backchaining, students might grasp the stress of that sentence better. After the Clarification stage, the teacher will give students a Summary sheet of the meaning and form of PC.

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

For the Controlled Practice, students will be given a Google Form with an incomplete conversation they will have to complete using PC. If some students don't have access to the Form, they will be able to complete the task in the chat, since there will be a version of the conversation in the Slides. In the Google Form, there will be a question for every gap in the conversation. For each gap, there will be a verb at the end of the sentence in parenthesis that will indicate the verb that they will have to use. All of this will be explained to the students and a demo will take place in order for them to be sure about what to do. They will have around 3 minutes to complete the task. After they complete the task, they will check their answers in pairs. They will have 2 minutes in the BORs for peerchecking. Finally, they will come back to the main room and check the answers with the teacher.

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

After the Controlled Practice, for the Freer Practice, students will be shown a picture of an office with people working. They will have to discuss in pairs what all the people in the picture are doing, using PC. They will be given a Freer Practice Sheet where they will have the picture and some verbs they might want to use during this stage. Each person in the picture has a name so that the students find it easier to talk about each person. Also, the sheet provided will include an extra task if students happen to finish the task early. Said task is to mention what they are currently doing at work and if they are working on any particular projects. Before going into the BORs, the teacher will mention everything noted prior and have a little demo with one student with the prompts that will be shown in the Slides. After the students finish with their Productive Task, if there's enough time, the teacher will ask some students to report about what they talked about in the BORs by asking "What did your partner say about [character from the picture]?".

Feedback on Language (3-5 minutes) • To provide feedback on students' use of language.

To conclude the lesson, the teacher will show sentences in two columns and the students will have to guess which column has the correct and incorrect sentences. Then, the teacher will go over each sentence and correct the incorrect ones. All sentences will be extracted from the students' use of the language throughout the lesson.

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