T will show his cell phone and elicit what it is. T will write having phone conversations on the W/B. The students will be put in pairs to have a phone conversation of their own. ICQ: Will you write or speak?

After the PW( 2 min max), T asks the students how they started the conversation, e.g. what did you say first? The response will be hello and how are you. T presents a new way of doing this: Hi, (Ali). It's (Sean). Drill this and then write it on the W/B. T sais: oh hi (Sean). What's up? Drill and then record. T asks: and then what? Ss might have an answer, or might not. T sais: Do you have time to talk? Drill and then record. T sais: Sorry. I'm busy just now. Drill and record. T asks: what happens now? The Ss might respond. T sais: Can I call you later? Drill and record in order. T sais: Sure. Call me later tonight. Drill and record. T asks: now what? Ss might say the word goodbye. T sais: Ok, thanks. Bye. Drill and record. CQ: Are they talking about the past? (no) CQ: Is Ali busy now? (yes)

T puts the Ss in pairs. They will have a phone conversation again using the TL on the W/B. ICQ: Will you write or speak? ICQ: Will you use talk about anything you want?

T will Show a Picture of a boy studying. T elicits the model sentence, or presents it. ' He is studying.'

T draws a timeline showing now with a circle. CQ: Is this the past? (no) CQ: Is this the future? (no) CQ: Is this now? (yes)

T repeats the model sentence naturally and drills it using backchaining. Teacher records the model sentence on the W/B. W/B: He is studying now. T puts a box over the content word 'studying' to indicate stress. Ss repeat again for stress emphasis. T points at the model sentence and elicits the form. If this fails, T presents the form himself. T highlight the contraction of He's and records other contractions like she's/I'm/you're/they're. T summarizes the rule for the form formulaically. CQ: Can we use any verb here? (no) CQ: Just verb+ing? (yes)

T gives HO1. T asks the Ss to write the verbs in the present continuous. (2 min max) T asks the students to check their answers in pairs. Teacher asks the 5 Ss to come up and write the correct answers on the W/B. The answers will be checked as WC.

T writes the model sentence on the W/B again and also writes a present simple model sentence. T elicits the difference in meaning and form. CQ: Which sentence is about now? (present continuous) CQ: Which sentence is about everyday habits? (present simple) T gives HO2 and asks the students to choose the correct tense. T tells them they have just 2 minutes to do this. ICQ: will you work alone? (yes) ICQ: How much time to you have? (2 min) T asks the Ss to check in pairs. As they are checking, answer sheets will be passed out to earlier finishers and eventually to everyone.

T refers to the model sentence on the W/B and asks Ss to make it into a question. The subject and auxiliary verb switch is highlighted. T gives HO3. Ss are asked to make the sentences into questions.

When nearly all the students are done, T raises his hand to grab their attention. T sais that they need to get up, walk around and ask each other their questions. T monitors while the Ss are interacting.

T puts the Ss in pairs. T asks Ss to have a phone conversation again. This time they should speak longer and ask questions from each other. ICQ: Do you need to write anything? (no) ICQ: Will you talk about now or the past? (now) ICQ: Will you ask each other questions? (yes) If time allows it, the Ss can change partners once or twice. T monitors and records mistakes for delayed correction if there is time at the end of the lesson.

After the PW, T writes one or two correct sentences and one or two false sentences on the W/B. Whether the sentences are right or wrong will be elicited and the false sentences will be corrected on as WC. The lesson ends on that note. The lesson ends