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

FOCUS ON GRAMMAR AND SPEAKING

A1
ADULTS GENERAL ENGLISH
15 ADULTS
75 MINUTES
HAPPENING IN A PICTURE.

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 MAKE TO

INTERAC

CLARIFY OR JUSTIFY

TION

WHY OR HOW YOU ARE

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

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
Individu
al
&
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

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.

three groups of five and

share their list to see if
they missed any sounds.
They have 7 minutes.
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

activity
review.

Students will be
listening to the
teacher.

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.

100/0
Plenary

20/80
Plenary
&
GW

is

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.

on board. Affirmative:
subject + verb to be +
verb-ing
Negative: subject +
verb to be + not + verbing
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?
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

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

10/90
GW
&
Individu
al

Here the students

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

Introduce the
necessary
vocabulary needed
for describing the
pictures.
Ask students if they
have any questions
and ask concept
questions.

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.
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.

they can say about

the picture.

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

MONITOR/EVALU
ATION

15

MIN.

The groups present

their picture. The
students are
evaluated and
receive teacher
feedback.

APPLICATION

MIN.

Students are given

further activities to
revise the new
material taught

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
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,

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
&
Individu
al

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

today outside of
the classroom.

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!

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/