Scoala Gheorghe Banea Macin

October 22, 2010

School: Gheorghe Banea Macin

Teacher: Liliana Gheorghe
Date: 22nd October 2010
Form: 6th
Level: elementary
Textbook: Snapshot Elementary authors: Brian Abbs, Ingrid Freebairn,
Recent work: Vocabulary: favorite music
Grammar: Present Simple and Continuous
Topic: Previous lesson: I always have coffee
Grammar using both Present Simple and Present Continuous
Type: Mixed
Communicative aims: - Aims/Skills practiced: Check the students' previous knowledge/Reading ability/Phonetic
drill/Speaking/Individual work /Reading ability/Speaking ability.
- Teaching Aims
- to present and give practice to the present continuous developing speaking ability
- to provide practice so the students can understand when it is used this tense.
- Learning aims
- to use the new grammar to speak freely on a given topic
Assumptions: There may be difficulties in making differences between the use of present simple and present continuous
Objectives:
To revise vocabulary for communication
To contrast Present Continuous and Present Simple (to introduce language needed for expressing habitual actions ot actions that are in
progress)
To give students practice in using Present Continuous and Present Tense Simple
To develop Ss' speaking competences
Skills: Speaking/ Listening / Reading /Writing Aids: textbook, blackboard, worksheets,
Time allowed: 50 minutes

by Liliana Gheorghe
 Scoala Gheorghe Banea Macin
October 22, 2010

Organization: Methods:
individual work conversation
pairwork observation
exercise

Bibliography:
Harmer, Jeremy, The Practice of English Language Teaching, Longman, 2000
Vizental, Adriana : Metodica predarii limbii engleze Strategies of Teaching and Testing English as a Foreign Language Polirom, Iasi,
2007
Abbs, Brian; Freebairn, Ingrid : Snapshot Elementary Teachers Book, Longman, 2001

Stages/Timing:

Activity 1: Warm-up 5'

General competence: to interact in spoken or written communication

Specific competence: to correct mistakes
Method: dialogue
Procedure: Teacher (T) checks homework first. Ss read their homework and correct it if necessary.
Interaction: T-Ss; Ss-T
Class management : whole class activity Timing: 5'-10'

Activity 2 - Lead-in

General competence: comprehension of what the written form means in context

Specific competence: to identify the uses of Present Continuous
Method: fill in the gaps

by Liliana Gheorghe
 Scoala Gheorghe Banea Macin
October 22, 2010

Procedure: Ss receive a worksheet and they are asked to work individually to enter the uses of Present Continuous in a text and then to compare in
pairs. Together with the teacher they go over the answers.(Annex 1)
Interaction: T-Ss; Ss-Ss-T
Class management: individual/pair work, whole class activity
Timing: 5'-10'
Activity 3

General competence: to understand written or oral messages

Specific competence: - to classify timelines; use of structures to convey meanings in writing
Method: dialogue
Procedure: The teacher draws the difference between Present Simple and Present Continuous on the blackboard and Ss are asked to draw timelines for
each sentence and then to compare with his/her deskmate. Then they go over the answers together with the teacher.
The teacher writes on the board: "I am drinking some milk now." "I always drink milk in the morning." Underlines and discusses the tenses.
Brainstorm their ideas about what they usually do and what they are doing at the moment.
The teacher asks Ss to find further example in the dialogue. In groups of three, Ss read the dialogue aloud. Then with books closed Ss try to
reproduce the first part of the dialogue from memory. The teacher encourages them to use gestures and facial expressions for.
Interaction: T-Ss; Ss-Ss-T
Class management: individual work, pair work
Timing: 5'-10'

Activity 4 feed-back
General competence: to understand written or oral messages
Specific competence: - use of structures to convey meanings in speech

by Liliana Gheorghe
 Scoala Gheorghe Banea Macin
October 22, 2010

Method: discussion/exercise - practice with both of present aspects

Procedure: Ss are asked to sole another worksheet that contains two type of tasks: fill in the blanks by choosing the correct form of the verbs in
brackets and using the two aspects in order to write a short letter to a (pen)friend. Then Ss will read their letters to the audience if there is any time
left. (Annex 2)
The class is arranged into groups but they can work in pairs or individually if they want to.
Interaction: T-Ss; Ss-Ss-T
Class management: pair/group work
Timing:10'

Homework - / Assigning homework: 5 min

The students are asked to finish their worksheets at home if they did not during the class and to solve an exercise that contains the same item. Of
course they can improve their writing skill, by reviewing the worksheets and adding more details.

by Liliana Gheorghe