Name: Zahra • 12 Aug 2021 • Teaching Practice 7, Grammar, Present Continious

Description
This lesson introduces the Present Continuous in the context of talking about ‘parties’. A couple of action verbs
are introduced to help students get used to the form of this new tense. The lesson starts with students being
presented with some pictures of different kinds of parties. The teacher tries to elicit the words related to each
party from the students. She draws their attention to another group of photos in which people are doing
different activities, points to the different people and elicits what they are doing from the students. She then
presents the students with a handout including some sentences related to a birthday party and asks them to fill
in the gaps with the words given. Teacher monitors the students to make sure they are all on the task. After a
peer-check, a quick whole class feedback is done. If the students query the use of ''is/are having, etc.'', she tells
them they are in Present Continuous, but does not go into a full explanation at this stage. She gives the student
the ‘guided discovery’ sheet in order to involve the students in the ''Clarification Stage'' and make it more
student-centered. The sheet contains some highlighted marker sentences in addition to a few simple questions
on the meaning and the form of ''Present Continuous'', which students try to answer on their own and check
their answers with their partners afterward. Next, the teacher starts to clarify the meaning and form of the
tense with the help of the students. She makes sure they have learned the meaning and form of the target
language thoroughly by asking CCQs and using a timeline. At the end of this stage, the teacher clarifies the
pronunciation. Now it is time to provide controlled practice focused on using the target language accurately.
Once she has been through the 'Clarification Stage’, then comes the 'Controlled Practice' during which students
are repeating the new form of the language over and over again. It is an intensive phase where different
activities can be used so the teacher divides the class into two groups and gives them two different handouts
and ask them to look at the picture of a group of people at a party and answer the questions. (The pictures are
of two different parties, a garden party and a dance party!) Then the teacher asks the members of the two
groups to sit two by two together and share their ideas and talk about what is happening in their pictures. In
order to make grammar more fun, the teacher provides the learners with a fun activity in which she uses an
entertaining miming game to teach or review the 'Present Continuous Tense'. She begins by asking the students
to watch her and guess what she is doing. She mimes a simple activity and encourages the students to call out
their answers. She makes sure they answer using the present continuous tense. Next, she separates the
students into two teams. The objective is for the students in the teams to guess a mime using the 'Present
Continuous'. Teams take it in turns to play. A student comes up and asks the class 'What am I doing?' The
student then does the mime on the card. When a member on either team thinks they know, they respond 'You
are verb+ing…' The students must guess the exact words on the mime card to win. The first team to guess the
sentence wins a point.
And finally, to provide freer oral practice focused on the target language more fluently, the teacher divides
them in pairs and give each pair a picture to describe using 'Present Continuous'. Free practice also called
production comes at the end of the lessons in the PPP lessons. Here the students should be completely free to
use the language the way they want. They have the chance to completely personalize the language, they can
experiment; they can try to include more complex structures by reusing previously learnt language. She
monitors the learners and does a delayed error correction after the task.

Main Aims
 Grammar/ Present Continuous.... The main focus of this lesson is on the simplest use of ''Present
Continuous'' which is to talk about things that are in some way in progress now/ presently/ currently/
at the moment.
 To provide clarification

Subsidiary Aims
 Vocabulary related to the context of the lesson (Parties) in addition to some useful 'action verbs' +
Speaking
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Name: Zahra • 12 Aug 2021 • Teaching Practice 7, Grammar, Present Continious

Materials
 Projector-Handouts

Please see the following page for the lesson procedure

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Name: Zahra • 12 Aug 2021 • Teaching Practice 7, Grammar, Present Continious

Interaction
Stage Procedure Materials Time Comments
Pattern
Lead-in 1. The teacher shows some pictures of different kinds of parties and tries to
To lead students into elicit the words related to each party from the students.
the lesson. The main
purpose is to set the 2. She goes on to show another group of photos in which people are doing
mood for what is to different activities at parties, points to the different people and elicits what
come next, to arouse they are doing from the students.
students’ curiosity Projector- T-S, SOLO,
about the topic and 5–6
motivate them to Handouts S-S, WCFB
want to learn more.
It is supposed to
provide a meaningful
and authentic
context for language
learning.
Buiding Context She then presents the students with a handout including some sentences
To narrow the related to a birthday party and asks them to fill in the gaps with the words
context to a more given. While the students are on task, she monitors them and makes sure they
specific area and are all involved. After a peer-check she gives them a quick feedback.
continue to generate
Projector- T-S, SOLO,
interest while 5–6
establishing a clear Handouts S-S, WCFB
and specific context
for the language to
arise out of.

Presentation She gives the student the ‘guided discovery’ sheet in order to involve the Projector- T-S, SOLO, 12 – 15
To clarify the students in the ''Clarification Stage'' and make it more student-centered. The Handouts S-S, WCFB
meaning, form and sheet contains some highlighted marker sentences in addition to a few simple
the pronunciation of questions on the meaning and the form of ''Present Continuous'', which
the target language students try to answer on their own and check their answers with their
so that the students partners afterward. She monitors the learners not too closely, but to check
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Name: Zahra • 12 Aug 2021 • Teaching Practice 7, Grammar, Present Continious

Interaction
Stage Procedure Materials Time Comments
Pattern
understand it and what they know and what they do not know about the TL. Next, the teacher
know how to starts to clarify the meaning and form of the tense with the help of the
construct and say it. students. She makes sure they have learned the meaning and form of the
target language thoroughly by asking CCQs and using a timeline. At the end of
this stage, the teacher clarifies the pronunciation and then drills on different
examples.
Controlled Practice The teacher divides the class into two groups and gives them two different
To provide controlled handouts and ask them each to look at the picture of a group of people at a
practice focused on party. Group 'A' is a given a picture at 'a dance party' and group 'B' is given a
picture at 'a garden party'. Students answer the questions.Then the teacher
Projector-
using the target GW 5–7
language accurately changes their seats so that they all can share their ideas and talk about what is Handouts
happening in their pictures with members from the other group.

semi-controlled The teacher then provides the learners with a fun activity in which she uses an
activity entertaining miming game to teach or review the 'Present Continuous Tense'.
To maintain interest She takes a card and mimes the action in front of the class (without speaking).
and make grammar The first student to say her action a full sentence (e.g. “You are eating
more fun chicken!”) is the winner. The teacher breaks them up into two separate groups.
Teams take turns playing. A student comes up and asks the class 'What am I
doing?' The student then does the mime on the card. When a member on GW 4–5
either team thinks they know, they respond 'You are verb+ing…' The students
must guess the exact words on the mime card to win. The first team to guess
the sentence wins a point.

Production The teacher puts the students in pairs and gives them clear instructions.
To provide freer oral Students are given different pictures and they are supposed to describe them
Projector-
practice focused on using 'Present Continuous'. They are free to use other structures by reusing PW, WCFB 4–6
the target language previously learnt language. The teacher monitors the learners, takes notes and Handouts
more fluently does a delayed error correction after the task.

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