LESSON PLAN

Name:
Date:
Lesson Focus:
Level:
Age group:
No of students
Length:

AMY BAUER
8/4/2015

Lesson Objective:

BY THE END OF THE LESSON STUDENTS WILL BE ABLE TO USE PRESENT CONTINUOUS TO DESCRIBE WHAT IS HAPPENING
IN A PICTURE.

FOCUS ON GRAMMAR AND SPEAKING

A1
ADULTS GENERAL ENGLISH
15 ADULTS
75 MINUTES

Materials:
1. CD of sounds and CD player
2. 15 copies of present continuous and new vocabulary worksheet
3. Three different descriptive pictures, enlarged and laminated

STAGE/TIMING

STAGE OBJECTIVE

TEACHERS ACTIONS

STUDENTS ACTIONS

T/S RATIO
&

ANY COMMENTS YOU WISH TO

INTERACTION

WHY OR HOW YOU ARE

MAKE TO CLARIFY OR JUSTIFY

CHOOSING TO DO THIS

WARM UP/REVIEW
10 MIN.

Welcome students, lower

students affective filters,
and review previous
listening skills and
vocabulary.

Welcome class and explain that

you are about to play a CD of
random sounds. They are to be
silent for 3 minutes while listening
and writing a list of what they
hear.
Play CD for 3 minutes, then stop it
and explain they are to get in to
three groups of five and share
their list to see if they missed any
sounds. They have 7 minutes.

Students are to silently listen

to the CD while writing a list
of what they hear.
In groups, students will share
their list and add any sounds
that they missed.

10/90
Individual
&
GW

PARTICULAR STAGE.
The 3 minute CD playing will
give time for late students
to enter. The CD sounds are
calming to relieve any
stress. The vocabulary for
the CD sounds were covered
in past classes, so this
activity is a review.

INTRODUCTION
1 MIN.

PRESENTATION
15 MIN.

The objective of the

lesson is presented.

To teach the learning

objective. Always begin
with previous knowledge.

Introduce present
continuous form,
meaning, and use to the
class. Draw and explain
timeline.
Write present continuous
forms for actions in
progress on the board.
Teach when and how to
use it.

Draw students attention to the

objective written on the board
and present: Students will be able
to describe what is happening in a
picture, then describe that picture
to the class. (Present continuous)
Ask students: What am I doing
right now?
Expected answers: You are
teaching now. You are standing
now.
Ask students: What are you
doing now?
Expected answers: We are
learning now. I am learning
now. I am sitting.
Inform the class: Today we are
speaking about the present for
actions in progress at the time of
speaking.
Draw time line on the board:

Write the present continuous

tense forms on board.
Affirmative: subject + verb to be +
verb-ing
Negative: subject + verb to be +
not + verb-ing
Question: (question word) + verb
to be + subject + verb+ing
Write example sentences of each
form on the board. They are
juggling. She is not painting. What
is Mr. Smith doing? Are they
reading?

Students will be listening to

the teacher.

100/0
Plenary

All students should

participate in answering the
questions ask by teacher.
Copy time line and take notes
on the new forms.
Ask any questions they may
have.

20/80
Plenary
&
GW

Inform students what they

will be able to accomplish by
the end of class to get them
interested and enthusiastic.

The new lesson is taught

here. It is teacher guided,
but not 100% teacher
centred. The tense form is
shown but no grammar
technical terms are taught.
Examples shown on how to
use the form. And further fill
in the blank activities are on
the worksheet for practicing
the tense.

PRACTICE
30 MIN.

Students are given ample

time to practice new
material on their own
with opportunity to ask
the teacher questions.

Hand out fill in blank

present continuous
worksheet. Allow
students to work together
on worksheet.
Walk around and monitor
and be available to help.
Make on-the-spot error
corrections if need be.
Introduce the necessary
vocabulary needed for
describing the pictures.

Ask students if they have

any questions and ask
concept questions.

Structured activity: Inform the

class that it is time to practice and
that you are handing out further
examples along with some new
vocabulary on back, but the
vocabulary activity is for later.
Hand out the fill in the blank
present continuous worksheet
with matching vocabulary. Explain
to the class that they are to get in
to three groups of five and work
together on the worksheet. Tell
them that you will be available for
help.
Walk around the room paying
attention to the students and
fixing any on-the-spot errors.
Keep yourself available for
questions.
While the faster students are
waiting for everyone to finish
inform them that they can begin
working on matching the new
vocabulary.
Once everyone has completed,
have each student read out loud
one answer to the fill in the blank
questions, there are 15 questions.
Correct them if need be or see if
another student can help.
Once all groups have completed,
ask if there are any questions. Ask
concept questions. Then move on
to the next activity.
Semi-structured activity: Ask
what a particular student is doing
using their name. Write the
students answers on the board
under the form. Mary is sitting in
the chair at the moment.

Work in groups on the

worksheet.
Each student will read an
answer to a fill in the blank
question.
Participate in answering
questions.
Work together on changing
sentences to negative and
question form.
Familiarize themselves with
new vocabulary.
Students are to work
together in their groups and
write down what is
happening in the pictures.
Each student will have 2
descriptions they can say
about the picture.

10/90
GW
&
Individual

Here the students get to

practice what they have just
learned. They will practice
structured
and
semistructured activities until
they
can
successfully
complete the unstructured
activity to describe the
pictures.

As you are writing, ask the class

what you are doing. Write the
answer under the form. I am
writing on the board right now.
Ask another student to dance with
you. Ask students: what are we
doing? Write answer under form:
Mary and the teacher are
dancing in the classroom right
now.
In their groups have the students
change the sentences on the
board to question and negative
structures. Walk around the room,
answer questions, and fix errors.
Help them if need be.
While the class is finishing up
write all new vocabulary words
needed for the activity on the
board: juggling, crafting,
gardening, swimming, and
rollerblading.
Draw the students attention to
the board and say all new
vocabulary. Have the class as a
whole repeat the new words to
work on pronunciation.
Have five students come up to the
board and write the words
without the ing ending. Help
them if needed.
Explain that these are the new
words they need to know to
complete the next activity. Now
move on to the next activity.
Unstructured activity: Hand out
the three different pictures to
each group. Then explain that
they are to work together and
write everything that is happening
in the picture. Inform them that

MONITOR/EVALUATION
15 MIN.

The groups present their

picture. The students are
evaluated and receive
teacher feedback.

APPLICATION

4 MIN.

Students are given further

activities to revise the
new material taught
today outside of the
classroom.

once all three groups are

completed, they will be describing
the picture to the class. Each
student must say at least two
things about the picture.
Inform students that it is time to
present their pictures to the class.
Tell students who are not
presenting to write down any
similarities to their own pictures.
Ask if any group would like to go
first, if not pick one.
Sit in the back of the room and
evaluate each student. If someone
is having difficulty presenting, ask
a student from the group or class
to help.
Give positive feedback to each
student.
Assign homework to the students:
As the students see people doing
something interesting, weird, or
entertaining write down what that
person or people are doing at that
moment in time. Be sure to use
the present tense forms we
learned today. For actions in
progress at the time of speaking.
Inform them that they will be
reading what they wrote during
the warm-up for next class.
Have a great day and see you
tomorrow!

Each group will present their

picture to the class and each
student in the groups must
describe 2 things about the
picture.
Students who are not
presenting are to take note of
similarities to their picture.

Students will be listening and

writing down their homework
assignment.

20/80
GW
&
Individual

10/90
Plenary

Further practice in using the

tense and speaking and
presenting. Gives teacher
time to evaluate each
students progress. And
keeps students who are not
presenting involved.

This assignment will give

them opportunities to
further practice what was
taught in class today.
Relating it to their personal
life will be more interesting
to them.

MATERIALS
CD and CD Player: Teachers own materials brought from home. They are stored in the desk drawer. CD and player were check
and both are in working condition.

Worksheet:
Fill in the blank using PRESENT actions.
1. It __________ outside right now. (rain) (affirmative)
2. Michael __________ to his friend at the moment. (talk) (affirmative)
3. He __________ with toys right now. (play) (negative)
4. They __________ to music now. (listen) (affirmative)
5. I __________ my homework right now. (do) (affirmative)
6. We __________ a picture now. (paint) (affirmative)
7. ___Sara __________ at the library right now? (study) (question)
8. She __________ a cup of tea right now. (drink) (negative)
9. The plane __________ in the sky right now. (fly) (affirmative)
10. You __________ a taco at the moment. (eat) (affirmative)
11. He __________ a cup of coffee right now. (pour) (affirmative)
12. Maria __________ the newspaper. (read) (negative)
13. __someone __________ at the door right now? (knock) (question)
14. He __________ in the pool. (swim) (affirmative)
15. The dog __________ outside. (sleep) (affirmative)
New vocabulary: juggle - juggling, swim - swimming, garden - gardening, craft - crafting, and rollerblade - rollerblading. Each word
will have a corresponding picture to match to it. The pictures will be cut out of extra copies of the descriptive pictures for the
following activity.

Descriptive Pictures:

Source: http://apieceofcakeraquel.blogspot.com/2013/01/present-continuous.html

Source: http://myenglishclass.altervista.org/page/2/