Safwa Muhammad Safwa Muhammad

Revising present simple and present continuous
Elementary A2 level

Description

in this lesson, students will learn about present simple and present continuous through guided discovery based on a listening text .

Materials

Abc handouts, magnets, markers and white board

Main Aims

  • By the end of the lesson ,Students will have practiced using the present simple and the present continuous tenses appropriately.

Subsidiary Aims

  • Students will listen to an audio file twice to get an exposure to the target language.

Procedure

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

imagine you have one morning in London, what do you like to do first ? here are some places in London . which two would you like to go to ?

prediction (2-3 minutes) • to activate schemata and to help students prepare to listen.

we are going to listen to a conversation between two people. look at them, who are they? what are their names ? Are they in London ? why ?

listening for specific information (3-5 minutes) • listen to locate a specific piece of information such as a word or a number or a time. It is not necessary to understand the whole text in order to do this.

Ivan and Eva are visiting these places. Listen to where they went and number the pictures. ICQs : Are you going to listen only ? ( listening for specific information)

Listening for detail task (3-5 minutes) • To give students practice at listening listening for detail to gain more understanding of the text and to get exposed to the target language.

Listen again. Put out the verbs in brackets into the present simple or the present continuous. after they listen I will let them compare their answers in pairs. Then ask them : Do you have similar answers? Later I will provide them with the answer keys.

Guided discovery stage (3-5 minutes) • To guide students to the meaning, form and pronunciation of the target Language using an inductive approach

Students work through a handout with questions related to meaning and form of present simple and present continuous. Have students work in pairs to answer this sheet. I monitor and notice problematic areas to focus on in the next stage.

Language clarification (3-5 minutes) • To elicit and confirm answers and clarify problem areas on meaning and form where necessary.

Teach and clarify the form that students might not be able to answer it correctly in the guided discovery sheet. For example, students might find it difficult to write the negative form in the present simple. In this case, I will tell the students to tell me "which sentence in the sheet is in the present simple?". Next I will tell them "where are the subject and the verb in this sentence?" . Later, I will ask " How can we add not to this sentence?"

controlled practice (5-7 minutes) • To provide students with practice using the target language in a controlled way with a focus on the accuracy.

Hand students three sets of scrambled cards. Students have to work in pairs to build three questions related to present simple and present continuous. Provide a demonstration before giving students the instructions for the task.

Freer Practice of target language (5-7 minutes) • To provide students with practice using target language in a freer way with a focus on meaningful communication.

Divide the white board into two parts: one part for the present simple questions and the other part for the present continuous questions. stick the questions on the WB using magnets. invite students to pick a question from the present simple part so they can answer them in pairs . Divide the students into pairs while the practice. Repeat the sequence with the present continues. Demonstrate for students before they start talking : You will take one card from the board and ask this question to your partner. Ask each other to share the answers with the class.

Content feedback (1 minutes) • To let the students share in open class what they have been talking about.

What was the answer you heard ?

Language feedback (2-3 minutes) • To focus on good language heard and error correction

look at the board , what is the correct sentence?

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