Teacher:
Subject: English
School:
Lesson Plan
Date: 12th October 2018
Grade/Level: 7th
Number of learners: 15
Time: 50 minutes
Topic: Present Simple and Present Continuous
Type of lesson : Revision
Objectives:
By the end of the lesson students will be able to:
1) Review/Understand Present Simple and Present Continuous structures and use it
correctly
2) Understand what stative verbs are and identify them in a text
3) Identify differences and talk about them
4) Interact and exchange ideas
5) Develop reading, speaking and writing skills
Skills involved: reading, speaking, writing.
Strategies: pair-work
Teaching materials: textbook, blackboard, worksheets.
Activity 1- Warm-up
Aim: to introduce students into the atmosphere of the lesson
to attract students' attention on the topic
Interaction: Teacher- Students
Time: 10 minutes
Procedure: Teacher writes on the blackboard the title of the lesson " Present Simple and
Present Continuous" and tells students that in order to review and understand Present Simple
and Present Continuous has chosen to contrast two easily confused verb structures.
The teacher writes the following sentences on the blackboard:
1 a) We always have lunch together.
b) He is eating out tonight.
2 a) John works as a dentist.
b) He is working now
3 a) He usually goes to the market on Mondays.
b) She is going out with Tony today.
Teacher asks the learners to consider the differences in meaning in each case (1-3) and see if
they can come up with a general rule for the difference between present simple and present
continuous.
In checking this task she elicits the fact that the present simple is used to express a repeated
action or habit, a timetable, a permanent state whereas present continuous is used to express
an activity happening now or around now, temporary situations, fixed future arrangement and
that we form Present Simple: S+V1 and Continuous S+TO BE+V-ing
Activity 2- Reading activity
Aim: to give students practice in reading
to achieve a minimum level of understanding
Interaction: Teacher- Students
Time: 10 minutes
Procedure: The teacher asks the class to read Ann's e-mail silently in order to identify the verb
tenses. The students check their answers in pairs before the teacher checks in open class.
Activity 3- Pair work
Aim: to consolidate the relation between form and use
to observe and understand the changes that take place
Interaction: Teacher- Students
Time: 10minutes
Procedure: The teacher divides the class into pairs and sets them the following exercise which
requires to choose between the two forms. The teacher makes sure students understand the
uses of the two verb tenses.
Activity 4- Introducing grammar
Aim: to explain students what stative verbs are
to show their difference in meaning in the continuous aspect
Interaction: Teacher- Students
Time: 10 minutes
Procedure: The teacher explains the students that there are verbs in English which generally
are not used in the continuous aspect, they describe a state rather than an action.
These verbs are: verbs of sense : appear, feel, hear, look etc e.g. She looks tired.
verbs of perception: believe, forget, know e.g. I do not know where she is.
verbs which express feelings and emotions: desire, hate, like,enjoy, love etc
e.g. Ann enjoys eating out
and some other verbs like: be, contain, fit, weigh, wish etc.
Some of these though used in the continuous aspect change their meaning e.g. I' m seeing
Martin tonight.
The teacher asks students to work in pairs and find other examples of stative verbs in ex.
2a.Some students report back to the class justifying their answers.
Activity 5- Vocabulary practice
Aim: immediate creativity
to give students practice in writing and speaking
Interaction: Teacher- Students
Time: 5 minutes
Procedure: Teacher writes on the blackboard the adverbs that present simple is often used with
: always, never, often, usually, rarely, seldom and comes with an example
e.g.: I sometimes go to the park.
Teacher draws a box around the adverb and points out that the adverb comes between the
subject and the verb and after auxiliary /modal verb e.g.: He is never on time for work.
Then she writes on the blackboard the following adverbs: now
these days
on Sundays
at the moment
on Mondays
and asks students to make-up sentences for each of the prompts.
Students work in pairs and present their sentences to the class.
Evaluation: Homework
Marks
Time: 5 minutes
The students are appreciated for their answers during the lesson; the teacher points out
eventual mistakes that have been made during the activities
