LESSON PLANS: Simple Present VS.

Present Progressive
AIM: To teach the positive and negative forms of the present progressive and to
give written and spoken practice; additionally to provide ss with practice using
yes/no questions with short answers
STAGE 1: Intro/Context
AIM: To establish ss interest and prior knowledge of target language (review of
present simple)PROCEDURE:

discussion with ss. re their habits and daily routines

teacher describes her usual day "I wake up at 5:45 every morning. I take the
GO Bus at 7:00...)

elicit similar daily stories from students; focusing on simple present

INTERACTION: Teacher to Class: Class to Teacher: Time: 3-5 minutes

STAGE 2: Review Activity
AIM: To review form and meaning of the simple present
PROCEDURE:

either produce handouts or write on the board "Find Someone Who..."

ss interact with each other asking yes/no questions

ss read aloud their answers

teacher monitors and provides corrections when necessary

INTERACTION: pair work; then teacher to class: Time: 3 minutes

STAGE 3: Focus on Target Language
AIM: To explain the progressive tense to that ss can distinguish btw 2 tenses and
correectly spell the 'ing' form of the verb
PROCEDURE:

timelines are written out on the board to visually represent the simple present and
the present progressive

show ss a picture of a crowded activity scene with a lot happening (the beach
scene) and ask ss to describe the pictures

elicit present progressive ("a child is flying a kite" "a man is lying on the beach")

elicit correct forms and write on the board

INTERACTION: Teacher to Class Time: 5 minutes

STAGE 4. Boardwork
AIM: To provde ss with a written record of the target language
PROCEDURE:

timelines are written on the board

subject+ am/is/are + ing form of the verb

spelling rules of the 'ing form of the verb in Azar p. 86; give ss handout after rules
are explained

positive, negative and yes/no questions with short answers are written on the board

concept questions to make sure that ss know how to answer a short answer
correctly

concept questions to check ss know the difference btw simple present and present
progressive (ex. Does he do "x" everyday? Is it a habit or routine? Is he/she doing it
right now?")

INTERACTION: Teacher to Class: Class to Teacher: Time: 5 minutes

STAGE 5: Controlled Practice
AIM: To give ss practice writing the correct form of 'ing' for the present progressive verb
tenses.
PROCEDURE: provide handouts from Azar p. 86; have ss complete exercise 12.; take up
answers in class
INTERACTION: Students alone or in pairs TIME: 5 minutes
STAGE 6: Activity
AIM: for ss to have practice speaking and correctly pronouncing the target language
PROCEDURE: ss are given action pictures and must describe them to their partner;
teacher monitors and assists where necessary.
INTERACTION: PAIR WORK Time: 3-5 minutes
STAGE 7: Controlled Practice
AIM: for ss to have practice writing the target language
PROCEDURE: ss are given a handout (Azar p. 93) and must choose btw. the present
simple and present progressive tenses

INTERACTION: Students alone: TIME: 5 minutes

STAGE 8: Check Answers
AIM: for ss to have correct record of written assignment
PROCEDURE: ss take turns reading their answers to the assignment
INTERACTION: Teacher to Class: Time: 2 minutes
STAGE 9: Follow Up Activity
AIM: For ss to have authentic practice with target language
PROCEDURE:

CHARADES!!

2 teams are formed; and a representative from each must go to the board: They
are the "Writers"

1 student is picked to be the actor (each student will get a turn)

the actor mimes the action and the writers, taking hints and cues from his team,
writes the action in a full sentence (He is swimming.)

The first "Writer" to have the sentence written down on the board correctly wins the
point for the team.

For bonus points, the sentence is then written in the negative form. First correct
response gets the point.

also use concept questions to elicit correct form of the short answer

INTERACTION: Group/Teamwork Time: 5 minutes

TOTAL TIME:

Stage1: 3-5 min

Stage 2: 3 min

Stage 3: 5 min

Stage 4: 5 min

Stage 5: 5 min

Stage 6: 3 min

Stage 7: 5 min

Stage 8: 2 min

Stage 9: 5 min

TOTAL: 38-40 minutes

ANTICPATED PROBLEMS:

yes/no questions: ss may try to say "yes, he's."

spelling of 'ing'; ss may be confused over the various spelling rules

ss may be confused as to when to use the present simple vs. the present
progressive

SOLUTIONS

for the yes/no questions, provide lots of written practice and explain the rules; ask
yes no questions and listen for pronunciation

for 'ing' spelling problems, provide guided practice via an Azar gapfill

ask concept questions such as "Is this a habit or routine? Is it happening now?"