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Lesson Plan - Present continuous

This lesson plan focuses on teaching the present continuous tense using an inductive approach over a 20-30 minute duration. It includes activities such as a warm-up discussion, guided discovery of grammar, controlled and guided practice, and a freer speaking task, all aimed at engaging students and reinforcing their understanding. The lesson concludes with a wrap-up for reflection and error correction.

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Mohamed Safwat Khater
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11 views

Lesson Plan - Present continuous

This lesson plan focuses on teaching the present continuous tense using an inductive approach over a 20-30 minute duration. It includes activities such as a warm-up discussion, guided discovery of grammar, controlled and guided practice, and a freer speaking task, all aimed at engaging students and reinforcing their understanding. The lesson concludes with a wrap-up for reflection and error correction.

Uploaded by

Mohamed Safwat Khater
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan: Inductive Approach to Present Continuous

Target Level:
Lesson Duration: 20-30 minutes
Language Focus: Present Continuous (e.g., "I am eating," "She is running")
Skills Focus: Grammar, speaking, listening
Materials: Flashcards, whiteboard, markers, handouts with examples (optional)

1. Warm-Up (3-5 minutes)

Aim: Activate prior knowledge and engage students.

Activity: "What Are You Doing?"

 Greet students and ask: "What are you doing right now?" to get them speaking.
 Model a response: "I am talking with you."
 Encourage students to make similar statements about themselves (e.g., "I am sitting," "I am
listening").
 Write these sentences on the board, emphasizing the structure "I am [verb + -ing]."

Rationale: This engages students right from the start and introduces the basic idea of actions happening at
the moment.

2. Discovery of the Grammar (7-10 minutes)

Aim: Lead students to discover the structure and use of the present continuous.

Activity: Analyze Sentences (Guided Discovery)

 Present a few sentences in the present continuous. Write them on the board, using flashcards or a
projector.
o "She is reading a book."
o "They are playing soccer."
o "I am speaking with you."
o "He is running in the park."
 Prompt for Analysis: Ask students to identify patterns by asking questions like:
o "What’s happening in these sentences? What action is happening now?"
o "What verb form do you see? Do you see '-ing'?"
o "What is the form of the verb 'to be' before the main verb?"
 Elicit the Rule: After students make observations, guide them to conclude:
o "We use am/are/is + verb + -ing to talk about actions happening right now."

Rationale: This approach encourages students to infer the rule by identifying patterns in context, which
promotes active learning. It also avoids giving the rule outright, which makes the learning process more
student-centered.

3. Controlled Practice (5-7 minutes)

Aim: Provide students with practice using the present continuous in a controlled setting.
Activity: Fill-in-the-Blanks Exercise

 Provide sentences with missing verbs (in present continuous) and ask students to fill in the blanks.
o She __________ (run) in the park.
o They __________ (eat) lunch.
o I __________ (write) on the board.
 Follow-Up: Go over the answers with the class. Elicit corrections if necessary.

Rationale: This step allows students to practice the structure in a controlled way, helping reinforce their
understanding of the present continuous.

4. Guided Practice (5-7 minutes)

Aim: Allow students to use the grammar in context with teacher guidance.

Activity: Pair Work – “What Are You Doing?”

 Students work in pairs. Each pair takes turns asking and answering questions about what they are
doing right now, using the present continuous.
o Example:
 A: "What are you doing?"
 B: "I am reading a book."
 A: "What is he doing?"
 B: "He is running."
 Encourage students to ask and answer questions about their real-life activities, such as "What are you
doing right now?" or "What is your friend doing?"

Rationale: This gives students an opportunity to use the present continuous in a communicative, real-world
context. It also allows you to monitor their usage and provide support as needed.

5. Speaking Task – Freer Practice (7-10 minutes)

Aim: Provide students with a more free, natural context to use the present continuous.

Activity: Describe Your Day

 Ask students to imagine they are talking to a friend and describe what they are doing throughout the
day. For example:
o "This morning, I was eating breakfast."
o "Now, I am teaching English."
o "Later, I will be going to the gym."
 Students should use the present continuous to talk about what they are doing at the moment and
what they were doing earlier in the day.

Rationale: This activity allows students to use the grammar point in a less controlled, more communicative
way. It also gives them the chance to personalize the language, making it more meaningful and memorable.

6. Wrap-Up (3-5 minutes)


Aim: Review the lesson’s content and check for understanding.

Activity: Reflection and Error Correction

 Ask students to share one sentence about what they are doing now, using the present continuous.
 Quickly review any common errors (e.g., missing the verb “to be” or incorrect verb forms).

Rationale: The wrap-up gives students a chance to reflect on what they’ve learned, and you can use it as an
opportunity for last-minute error correction.

Timing Breakdown:

 Warm-Up: 3-5 minutes


 Discovery of Grammar: 7-10 minutes
 Controlled Practice: 5-7 minutes
 Guided Practice (Pair Work): 5-7 minutes
 Speaking Task (Freer Practice): 7-10 minutes
 Wrap-Up: 3-5 minutes

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