Rachel Rachel

Everyday Activities
Beginner level


Students will learn new vocabulary in present participle form and practice asking and answering questions about everyday activities.


No materials added to this plan yet.

Main Aims

  • To provide practice of present participle form in the context of everyday activities

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of everyday activities


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

Review where are you? and rooms of the house from last week. Two teams. Tape up pictures of rooms. Hold up people and ask "where is/are she/he/they?" Correct answer gets a point.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Introduce new vocabulary (eating, drinking, working, sleeping, watching tv) Picture of each--drill chorally and individually Match big words to pictures Worksheet #1--individually matching picture to vocabulary words

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

1. Add he/she subject and verb to new vocabulary. Use paper people to demonstrate. He is eating She is drinking He is sleeping She is working He is watching tv 2. They are... 3. I am... 4. You are...

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

What is he doing? (What's he doing?) What is she doing? What are they doing? (What-r they doing?) What are you doing? Write on board. 1. Drill the questions, repeating. 2. Ask the question, with paper people 3. Pass pictures, ask the class what is he doing? ask the person what are you doing? 4. Pass pictures in a row. One person ask the next one, what are you doing? the next answers, I'm ___. Turn to the next, what are you doing? etc.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Error correction: Which is correct? worksheet 2

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