LESSON PLAN

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Teacher: Khalid Youssef Room: NA

Observer: Jon -ITTT tutor Expected numbers: NA
Date & Time: 05/04/2016 Class level: Pre-intermediat
Context: Present continuous single usage-practice a single usage of the present continuous
tense and for the students to be able to use it effectively.
Teaching aids: Board, pencils, papers, worksheets, audio tape, pictures of actions, people in
places doing things at the moment
Learner objectives: Personal aims:
For students to understand the single usage of Students should have a better understanding of at
present continuous and to use it effectively and least the primary single use of the present
to accurately recognise and use the present continuous and to monitor incorrect usage and
continuous to make oral and written statements guide them to a consistent use. Promote S-T
and when listening. The plan will include a lot of interaction but lead to S-S interaction and
guidance through three study phases so students accuracy using the present continuous.
are ensured that they effectively use the present
continuous.
Anticipated problems for students: Solution:
Missing auxilary verb be. For example "I Go over the structure with many examples to
watching TV", rather than "I am watching TV." understand the usage of only allowed aux verb
Using other auxilary verbs than be: "Do you be and the proper participle (verb -ing) and to
coming to work?" instead of "Are you coming to have homework/study for irregular participles.
work?" Stress the action verbs first as the norm and that
Incorrect usage of the present continuous with the verbs of non-action progressive form is an
non-continuous verbs.For instance: believe - I'm exception to take the present rather than the
believing in him rather than I believe in him. present continuous. Let them act out whether
Confusing the present with the present they can "action" the verb eg believe, seem,
continuous hope physically to differentiate.
Very briefly with those that continue to use the
present simple form mention that when we talk
of things occuring at the moment we use the
present continuous form not the present and
monitor for mistakes.
With patience, enough games, examples, drills
the present continuos should be made clear.
Anticipated problems for teacher: Solution:
Not all students will learn at the same pace. Getting students to participate by volunteering.
Not all students will want to participate. Encourage engagement of actions happening in
photos about daily routines.The students tell the
actions and the teacher writes them on the
board.For example:He is washing his teeth.
Other simple games that would draw them to
engage/try.
Mixing higher level students with lower ones in
pairs and groups to see how to spot the present
 continuous and how to use them correctly.

Procedure Phase Timing Interaction

Engage stage: "What am I doing right now or at the moment":

Procedure: The idea here is that via an engagigng miming
game -we appeal to the students curiousity and sense of fun
to play along a simple game and will naturally want to venture
a guess of what the teacher is doing. This also breaks the ice
of the teacher being a little loose and less formal as he/she
"mimes" the examples.Hopefully this makes the ten minutes
move quickly.
Engage 10 min T-S
Miming: Teacher - performs actions and describes a few
examples what she is doing and then eliciting students to
complete the remaining mime actions. Examples: teacher
mimes the following action writing, walking, speaking after
each mime : "I am writing on the board", "I am walking
across the room", "I am speaking to the class". Students then
guess the other action with prompts what am I doing right
now repeated from the teacher.
Procedure: ("Board work" -Introduce the present continuous Study-1 12 mins T-S
affirmative and its single usage: the present continuous tense
is used to talk about the present for something that is
happening at the moment of speaking:
"Im just leaving work". "Please be quiet, the children are
sleeping".
Rather than teach this formally in the first part of the study,
we will work to elicit the forms from the students, but unlike
the engage stage we will try to have a guided eliciting from
the student asking them to use the proper form.
We will have the structure of the form of te present
continuous and the examples will conform to this to ease the
students in volunteering and using the engage stage examples
as a reference for ease and consistency.
On the board will be the form : subject+ aux verb be
(am/is/are) +verb (ing) form. The single usage of the present
continuous affirmative shows the action or progress
happening right now (at the very moment) - same as the
elicited examples. We will take three of the elicited examples
and re-write them so it is visually and clearly tie them to what
was said and for the students to see the form for reference and
future questions.
This will be underlined and use of different colors so that the
examples are clear. Then as many more examples as time
allows will be attempted by the students to be put in the
correct form as the ones on the board and they will be gently
guided if necessary to conform to the board form so that they
have understood. Pictures will be used to elicit instead of
miming in this phase. This lets them use their interpretation of
the pictures but guided with the structure and still simple to
follow. Each group will get a chance to freely volunteer from
each group without pressure. When the examples have been
done by the students we will follow up with clarification of
the lesson point. If it is clear and they have understood the
usage and form, then will move on the study phase-2
otherwise will add further examples to ensure the students
understand the grammar point.
Procedure: Having finished the affirmative successfully, the
less-straightforward negative and question form is tackled
next and competency in the affirmative should make te
negative a bit easier to use. The question form is different
from both the affirmative and negative so this will be last. The
second part of the study will follow the same procedure as the
study phase one and cover both the question form and
negative form of the present continuous. The same elicited
examples will be put in both question and negative forms so
all three -affirmative, negative and question is there for
reference.
Knowing that students whose English is not the first language
could simply use the subject + not + verb form and ommit the
aux verb be in the question as in "you not working?", so
correcting that is the emphasis for this form as well.
The same affirmative form of the examples from phase one
will be done for the students to show clearly the negative and
question form of the present continuous: Study-2 12-mins T-S
Negative:
subject + aux verb (be) + not + verb (ing) form
All the previous examples will be negated to show the ease of
this form
Question form:
aux verb + subject + verb(ing) form ?

As in phase one, students will elicit the answers to as many

examples as time allows after doing the engage and phase one
examples (the teacher will do a number for them completely
to ensure clarity).
As with the affirmative of phase one of the study, when the
examples have been completed (elicited) by the students we
will follow up with clarification of the lesson point. Will add
further examples, if necessary, to ensure the students
understand the grammar point.

Procedure: Worksheet fill-in: The strategy here is that the Study-3 14 mins T-S/S-S
students to have confidence putting in writing the proper form
of the present continuous and this will hopefully strengthen
their ability to identify it when reading it and associating the
present continuous with action occuring at the moment or at
the time of speaking. This will be done with guidance, so a
template is made for them in the affirmative, negative and
question form so that they don't resort to the simple present or
to omit the auxilary verb be or use an incorrect auxilary verb
(eg do). These are common mistakes and this guided template
should hopefully ensure that they have understood that the
form has a structure -that it is simple if adhered to.
There is a variation of the theme of picture interpretation so
that students are not put off in another study phase and will
test their proficiency at what they learned in the first two parts
of the study phases - they will fill in the blank the exercises
matching a set of pictures showing actions by individuals and
events happening that will be placed on the board.In pairs
students will choose the correct form of the present
continuous tense to fill in the worksheet and correct each
other then read their answer to the class - remembering to use
the aux verb (be). A hint will be in parenthesis and
deliberately in the present simple form of the verb and
students directed not to use that and instead to think of what is
happening right now (someone or something happening at the
moment)-present continuous. Will ask each group to read out
to themselves and say before each sentence ("At the moment,
subject _____ verb":(examples)
He __(aux verb be) _______(eats) his lunch becomes:
Answer: "At the moment he is eating his lunch." Further, the
negative and question form will also be present for each case
for students to contrast the usage in all three cases:
He __(aux be) not _____(eats) his lunch.
Answer: "At the moment he is not eating his lunch."
__(aux be) he _________ (eats)his lunch?
Answer: "At the moment, is he eating his lunch?"

A number of examples will be done by the teacher for all

three forms for the class prior to the beginning of the
worksheet assignment. Some cases of non-action verbs will be
added to the worksheet and corrected if necessary if any
mistakes in using the present continuous for those verbs (like,
love, hate, understand, want, believe, hear, own, owe, seem,
appear, wish, mean,remember). As an aid, the teacher will ask
the student to act out that verb to confirm it requires the
present continuous, otherwise verbs of the senses
(involuntary),verbs expressing feelings and emotions,verbs of
mental activity and verbs of possession is the special case of
present simple. This will be reminded to the students upon
correction.
For example the four sentences
....
Sheher hair now (brushes)
He _________ (seems) to enjoy his task
She to school everyday (goes)
They ______ in their chances (believe)
....
These exercises reinforces the engage stage and tests that they
have understood the pictures and miming from the engage
stage and can use the form in both oral and written form and
not simply fill in worksheets. It will strengthen the propensity
to mistakingly use the present simple for the present
continuous as well. It will also show that some non-action
verbs like seem, believe, requires the present simple and not
present continuous to avoid incorrect usage in this case.
Having corrected the points with strengthening fill-in
exercises and having gone over with the students some of the
incorrect responses and what should be the correct responses,
marks the end of the study phase and now will go into the
activate stage where students work independently to show off
their understanding.
Procedure: In this activity the students will work in groups to
assist this brainstorming imagination of people doing things at
the moment. Each group will be given a situation like there is
a fire and the fire department is called in - now on the board
for each group, we will break up the sequence of this event
and list them. Example: At the fire department, the firemen
are putting on their suits and boots, the firemen are going
down the pole,...etc then sequence two is written next to the
first:arrival at the scene and students will write what the
firemen are doing: the firemen are preparing the fire hose, the
firemen are lifting the ladder, the firemen are entering the
burning building. Other things like the building is on fire, the
people are shouting or calling the firemnen. Finally we will Activate 12 mins S-S
have the same for the rescue operation - the firemen is
carrying the child the firemen is saving the kitten, the firemen
is dousing the flame, etc.
We do this for the other groups eg the police are responding to
a burglary at a convenience store and the emergency room is
responding to an accident victim, etc. These activities would
be familiar enough to the students to be able to generate many
verbs of action and verbs of occurence of things at the
moment.
Extra recognition given to those who use non-action verbs in
their scene (mental activity,possesion, involuntary
(senses)verb, feelings),