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Present Simple VS. Present Continuous
Page 1 of 6
LESSON PLAN
Teacher: A Observer: B Date/Time: 2015/02/01 at 6:00 PM
Clas...
Present Simple VS. Present Continuous
Page 2 of 6
Ask students: “In the statement, ‘I like to read novels,’ which word
is ...
Present Simple VS. Present Continuous
Page 3 of 6
Ask students: “In the statement, ‘She walks to school every day,’
which ...
Present Simple VS. Present Continuous
Page 4 of 6
Ask students: “In the statement, ‘They are running behind schedule
at th...
Present Simple VS. Present Continuous
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discussion Study
Cont.
1 minute
Cont.
T-S
Cont.
Explain ‘Fill-in the bla...
Present Simple VS. Present Continuous
Page 6 of 6
Allow student-pairs to complete activity
-Note: Be available for student...
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D.G. - Present Simple VS. Present Continuous Lesson Plan

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D.G. - Present Simple VS. Present Continuous Lesson Plan

  1. 1. Present Simple VS. Present Continuous Page 1 of 6 LESSON PLAN Teacher: A Observer: B Date/Time: 2015/02/01 at 6:00 PM Class Level: Pre-Intermediate Room #: 7 Expected Numbers: 20 Context: Contrast the present simple tense with the present continuous tense Teaching Aids: Board, chalk, flashcards, worksheets, paper, pens/pencils Learner Objectives: For students to effectively produce language indicating the timing of routine actions and actions currently in process, and to contrast between the present simple and present continuous tenses. Personal Aims: Encourage student involvement Anticipated problems for students: Confusion when writing questions regarding subject and the auxiliary verb placing in sentence structure. Solution: Use example questions and clarify that the subject and the auxiliary verb usually change places (e.g. “They are waiting for me?” [wrong] “Are they waiting for me?” [correct]) Anticipated problems for teacher: Student participation Solution: Fun student-paired exercise Procedure Phase Timing Interaction Ask students: “What do you do every day?” Open-class discussion about routine actions List students’ action answers on board (e.g. eat, sleep, walk, run) Engage 2 minutes T-S Explain ‘Pictionary’ game activity for use with “The Usual Actions” flashcards (located in blue “Engage Activities” bin): Student-pairs use flashcards to alternate turns acting out and guessing twenty action vocabulary words to the corresponding pictures (e.g.: read, work, shop, bathe, sit, drive, swim) Pair students, Hand out flashcards -Note: Expect some reluctant student participation. Relax students by miming “eat” and “sleep” actions during explanation Engage 1 minute T-S Allow student-pairs to complete activity -Note: Observe students from a distance to gauge speed and accuracy Engage 3 minutes S-S Feedback for activity -Note: Add unlisted actions to previous “What do you do every day?” board list as mentioned by students Engage 2 minutes S-S Choral pronunciation drill of action vocabulary words Randomly ask students to pronounce action vocabulary words Study 2 minutes T-S
  2. 2. Present Simple VS. Present Continuous Page 2 of 6 Ask students: “In the statement, ‘I like to read novels,’ which word is an example of a non-progressive verb?” Expected answer: “like” Randomly elicit review from students: Produce a sentence containing a non-progressive verb Sample Expected answers: “I like to eat ice cream.” “I want to learn English.” “I hate snakes.” -Note: Ask at least two students to write their produced sentence on the board. Study 2 minutes T-S Elicit review from students: “What are other examples of non- progressive verbs?” Review vocabulary answers: “like, love, hate, understand, want, believe, hear, owe, own, seem, appear, wish, mean, remember” -Note 1: List student answers on board, be prepared to mime “hear” and “love” to get students started -Note 2: Be prepared to explain any unlisted verbs e.g. understand, owe, own, believe, seem, appear, remember, mean Study 1 minute T-S Elicit review from students: “Which forms of ‘to be’ are used with each pronoun when using present tense?” Expected answers: “I am, You are, He/She/It is, You are, They are, We are” Elicit review from students: “What are basic present verb forms of common daily actions?” Expected answers: “to (verb)”, “(verb) ending in ‘-s’”, “(verb) ending in ‘-ing’” Elicit review from students: “How do we form a negative sentence using present simple tense?” Expected answer: “We use ‘don’t’ or ‘doesn’t’ after the subject and before a verb in a sentence. Elicit review from students: “How do we form present simple questions?” Expected answer: “We add ‘do’ or ‘does’ at the beginning of the sentence to make it a question.” Elicit from students: “What tense is used to describe routine daily actions?” Expected answer: “The present simple tense.” Study 2 minutes T-S
  3. 3. Present Simple VS. Present Continuous Page 3 of 6 Ask students: “In the statement, ‘She walks to school every day,’ which words indicate the timing of her walk?” Expected Answer: “every day” Randomly elicit from students: Produce a sentence using an affirmative or negative sentence indicating when they perform a routine action. E.g.: “I play football every day.” “We work every day.” “I don’t study every night.” Study 1 minute T-S Elicit from students: “What other adverbs do we use to indicate the timing of a routine action?” Expected answers: “Every day/week/month/year, every morning/night/afternoon, often, frequently, half of the time, usually, in general, as a rule, most of the time, every other day, etc., most, always, routinely, customarily, normally , sometimes, occasionally, on occasion, rarely, seldom, hardly ever, not ever ” -Note 1: List answers on board -Note 2: Be prepared to explain any unknown adverbs to students Example: ‘customarily’ – usual practice, ‘occasionally’ – now and then, ‘seldom’ – not often Study 3 minutes T-S Choral pronunciation drill of present simple tense adverb vocabulary words Randomly ask students to pronounce present simple tense adverb vocabulary words Study 2 minutes T-S Randomly elicit answers from students: “What are you wearing?” Expected sample answers: “I am wearing a shirt.” “I am wearing a dress.” “I am wearing shoes.” -Note: Ask at least two students to write their produced sentences on the board. Study 1 minute T-S Elicit review from students: “How do we form present continuous sentences?” Expected sample answers: “Present continuous sentences are formed by using the present tense of the verb ‘to be’ and the present participle of the main verb.” “’to be’ and verb + -ing” Elicit from students: “What tense describes an action currently in process? Expected answer: “The present continuous tense.” Study 1 minute T-S
  4. 4. Present Simple VS. Present Continuous Page 4 of 6 Ask students: “In the statement, ‘They are running behind schedule at the moment,’ which words indicate the timing of an action? Expected answer: “’At the moment’ indicates the action is currently in process.” Randomly elicit a statement in the present continuous tense using an affirmative or negative sentence or question describing an action currently in process from students. E.g.: “We are learning English at the moment.” “I am sitting right now.” “The buses are arriving early this week.” “Are they sitting now?” “The television is not working at the moment.” -Note: Ask at least two students to write their produced sentences on the board. Study 1 minute T-S Elicit from students: “What other adverbs do we use to indicate an action is currently in process? Expected answers: “at the moment, at this time, at this second, today, tonight, this day/night, now, for now, just now, right now, this moment, this second, currently, this morning/afternoon/evening, presently, this week/weekend, for a little while, for the time being, this month/(period/semester/year, as we speak, this decade/century/era” -Note 1: List answers on board -Note 2: Be prepared to explain any unknown to students Example: ‘this century’ – time period of one hundred years, ‘this decade’ – time period of ten years, ‘presently’ – now Study 2 minutes T-S Choral pronunciation drill of present continuous tense adverb vocabulary words Randomly ask students to pronounce continuous present simple tense adverb vocabulary words Study 2 minutes T-S Elicit review of present simple vs. present continuous tense from students: “What are the differences between the following sentences?” Example sentences: 1) “He wears glasses.” 1b) “He is wearing glasses.” 2a) “She swims in the evening.” 2b) “She is swimming this evening.” Expected answers: “Sentence 1a is a present simple tense sentence that describes a routine action. Sentence 1b is a present continuous tense sentence that describes an action currently in process. Sentence 2a is a present simple tense sentence that describes when a routine action occurs. Sentence 2b is a present continuous tense sentence that describes the timing of an action currently in process.” -Note: Write example sentences on board for open-class Study 2 minutes T-S
  5. 5. Present Simple VS. Present Continuous Page 5 of 6 discussion Study Cont. 1 minute Cont. T-S Cont. Explain ‘Fill-in the blank’ activity worksheet for use with “Adverbs and Actions in the Present Simple and Present Continuous Tenses Edition” (located in green “Study Worksheets” folder) Students fill in the blanks to complete the action verb of each present simple or present continuous tense aspect and circle the time indicating adverb of twenty sentences. Examples: 1.) My sister always ___ (e.g. works) very fast. 2.) We are both ___ (e.g. learning) to contrast between routine and temporary actions right now. 3.) They ___ (e.g. wash) the car every week. 4.) She is___ (e.g. running) in the park now. 5.) Our parents are not ___ (e.g. working) at this moment. 6.) My mother ___ (e.g. watches) my matches every Sunday. Pair students, Hand out worksheet Study 1 minute T-S Student-pairs complete activity worksheet -Note: Be available for student questions during activity, observe from a distance Study 5 minutes S-S Feedback for activity -Note: Ensure each student states one completed sentence and selected adverb. Study 2 minutes T-S Explain ‘Interview Role-play’ “Present Simple and Continuous Edition” (located in red ‘Activate’ folder) Explain that students will take turns assuming the role of a celebrity and interviewer. Encourage students to produce present simple and present continuous questions. Each present simple tense question should have a present continuous tense answer. Each present continuous tense question should have a present simple tense answer. Each sentence should include an action verb and a time indicating adverb. Example possibilities: A journalist interviewing a celebrity on their routines and current projects. Or, a journalist trying to gain a celebrity interview which is declined and asked for an explanation on normal routines. Read aloud the example Interview: “Do you always sell your concert tickets?” “No, but we are currently selling this tour.” “What other projects are you working on now?” “I occasionally like to restore my 1970 Aston Martin.” Pair students, Hand out paper Activate 1 minute T-S
  6. 6. Present Simple VS. Present Continuous Page 6 of 6 Allow student-pairs to complete activity -Note: Be available for student questions during exercise, observe interviews from a distance Activate 15 minutes S-S Feedback for activity Sample expected questions and answers: “Are you available for questioning at this time?” “I am unavailable for questions every evening.” “Why are you unavailable for questions every evening?” “I am presently eating dinner.” Activate 4 minutes T-S

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