LESSON PLAN

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Teacher:

Ms. Fordos Nurhssien

Room:

Observer:

N/A

Expected numbers: 14

Date & Time: 02/24/2016

Class level: Preintermediate

Context:
Using the interview format to contrast present simple tense to present continuous
tense
Teaching aids: white board and markers, computer and projector, worksheets
Learner objectives:
Personal aims:
For the students to be able to identify and
To allow ample opportunities for students to
differentiate the present simple and present
actively participate
continuous tenses.
To reduce teacher talk time
To reduce the amount of time with back to
students
Anticipated problems for students:
Solution:
Incorrect use of the auxiliary verb for third person Gap-fill exercises during the study stage that
simple present: e.g.Do she work? He go to
specifically target known problem areas.
school in the morning.
We can then go over the worksheet as a class to
Incorrect third person singular form: e.g. He sit address those issues together.
on the couch. She watch T.V. after school.
Using auxiliary verbs in present simple
affirmative form: e.g.Im go to the supermarket
on the weekends. They are play football after
school.
Omitting the auxiliary verb for present
continuous: e.g.I going to school. She taking a
break.
Anticipated problems for teacher:
Solution:
Demonstrating the present simple and continuous Role-play different scenarios in the activate stage
forms in a way that isnt too technical
where both forms will be needed, such as telling
information about oneself or others.
Procedure
Phase Timing Interaction
Greet students.
Direct students attention to the screen, letting them know they
are going to watch a short video interview of an actor talking
about what their character in a movie does and the next movie
the actor will be playing in.
Tell students to pay special attention to the tenses used.

Engage

3 min

T-S

Have one student pass out a video transcript of the interview to

aid in comprehension.
Play video.

Engage

7 min

T-S

Study

5 min

T-S

Study

5 min

T-S

Ask students to summarize what the video is about to get them

to start thinking and speaking in English.
Only call upon students willing to answer.
Elicit grammar rules for present simple tense as a refresher.
So, how do we form the simple present?
(subject + base form [+s/es])
Go around the room and ask a few students "What do you do
afterschool?" to elicit the simple present.
Possible responses are: "I play football" or "I do homework" or
"I take a nap".
Write student responses on the board.
The teacher can ask another student to say the previous
students statement in the question format.
(Give an example if not understood how it is done.)
Responses may be Do you play football? or "Do I play
football?" Do you do your homework? or "Do I do my
homework?" Do you take a nap? or "Do I take a nap?"
Then the teacher can call upon another student to say the
statement in the negative form.
Responses would possibly be I dont play football or I dont
do homework or I dont take a nap.
Correct pronunciation or sentence grammar when necessary.
Elicit grammer rules for forming the present continuous tense.
How do we form the present continuous?
(subject + aux. verb be+ verb + ing)
The teacher will then call upon a few other students and ask
What are you doing right now? to elicit example sentences.
Possible responses: I am sitting or I am looking at the
board or I am learning.

Write student responses on the board.

The teacher can call upon other students one by one to say the
previous statements in the question form.
Give an example if not understood how it is done.
Responses may be, Are you sitting? or Are you looking at
the board? or Are you learning?
Then call on more students to say how the statements are said
in the negative form.
Give an example if necessary.
Reponses may be, I am not sitting or I am not looking at the
board or I am not learning.
Correct when necessary.
Thank the students for participation.
Ask students, "Alright now, when do we use the simple
present? Who can tell me?"
Call upon a student with hand raised.
Possible response: To describe an action that is done regularly.
(Habitual or routine actions)
If no student is willing to answer, remind them of the usage
discussed in the previous lesson.

Study

2 min

T-S

Study

5 min

T-S

Ask students, "Now, who can tell me when we use the present
continuous?"
Call upon a student with hand raised.
Possible response: To talk about an action that is happening at
the time of speaking.
If no student is willing to answer, remind of the usage discussed
in the previous lesson.
Have some sentences pre-written on the board in either simple
present or present continuous.
Ask students to give the contrasting form. (i.e. if the sentence is
in simple present, the students would offer the present
continuous and vice versa.)
Have students come up to the board one by one and write in the

corresponding answer.
Clarify as needed using grammar rules.
1.) She runs marathons. (simple present)
Response: She is running a marathon. (present continuous)
2.) They are hiking on the weekends.
Response: They hike on the weekends.
3.) I sleep-in on Saturdays.
Response: I am sleeping-in on Saturday.
4.) He bakes cupcakes for his sister.
Response: He is baking cupcakes for his sister.
If there remains any confusion as to the two forms, further
example sentences can be written on the board.
Hand out gap-fill exercise where students must fill in the
missing verb and choose from two options provided.
e.g. He _______ in Florida. (lives or living)
He is_______ in an apartment. (lives or living)
She _______ at a coffee shop. (works or working)
She is ________ on a project for school. (works or working)

Study

7 min

T-S

Study

2 min

T-S

Activate

10 min

S-S

They _________ to school every morning. (walk or walking)

They are _______ to school. (walk or walking)
I am _______ a yoga class. (take or taking)
I ________ yoga classes in the evenings. (take or taking)
Go over gap-fill exercise as a class.
Call upon a student to provide an answer for each question.
Go over any points of confusion.
Next, students will be put into groups of two and will write
about their weekly routines using only the simple present.
Possible simple present sentences may be:
On Friday, I play football with my friends or I read the
newspaper everyday or "I go grocery shopping with my
grandmother on Tuesdays".

Students will also mime an action and the other students will
have to guess what that student is doing by using the present
continuous.
Possible present continuous sentences may be:
She is brushing her teeth or He is running or "They are
singing a song".
All students will present their weekly routines to the class.
Activate
Presentations should be about 1 minute per student.

14 min

S-S