- Present Simple VS. Present Continuous Lesson Plan • 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 • 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. ![]() English has three main groups of tenses, past, present and future. The past tense in general deals in actions that have already occurred. But it can also be split. Dreams of Someday. Whether your students are planners or prefer to fly by the seat of their pants, writing a five year plan can be beneficial in many ways. Explain the concept to your class and then give them time to think about where they will be in five years and how they will get there. Finally, have your students share their.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
March 2018
Categories |