^Teaching Materials, Lesson Plan & Activities for teachers^
7 EASY LESSON TO
TEACH PRESENT PROGRESSIVE TENSE
1. Charade
Call Out
Charades can be
used for many activities in the ESL classroom. For your lesson on the present progressive,
have a student act out an activity (such as brushing teeth, washing dishes or
getting money from the ATM) and have the rest of the class call out what he is
doing using the present progressive.
2. Sorry,
I Can’t
What can’t your
students do now because they are doing something else? Have each of your students write five
statements about what they cannot do because they are currently doing something
else. For example, one student might say, ‘I cant study German now. I am
studying English instead’. You might want to review the differences between the simple present and the present progressive for this activity.
3. Look
Around
What is happening
all around you and your students? Have
your class make observations about the world around them using the present
progressive. You might want your students to look around the classroom or out
the window and describe what the people there are doing.
4. A
Picture’s Worth
Build a collection
of interesting pictures to use with your class. (Advertisements are a good source, as are
picture books, and worth1000.com is
sure to provide some interesting material.) When it is time to practice the
present progressive, give groups of students the pictures and have them
describe what is happening in each one.
5. Picture
Perfect
Using an action
packed magazine photo, have one student describe the picture to a
partner. That partner draws what the speaker is
describing (using the present progressive). The speaker should be careful to
choose the present progressive whenever possible. Once the pair is finished,
they compare pictures and (most likely) get a laugh out of the difference! Have
students change roles with a second picture.
6. A
Letter Home
What are your
students doing as they pursue their English studies? What
do they do in class? What do they do for fun? Have your students write a letter
to someone at home describing their life as an ESL student.
7. What
are you doing?
As a class, brainstorm all the different places your students visit throughout the week. Be sure to include places like the gym, the grocery store, a car, and other locations in which they may only spend a few minutes. Then have pairs of students work together using that list of places. The first student tells the second where he is (e.g. ‘You are at the gym’) and the second student says what he is doing there (e.g. ‘I am lifting weights’). This is also a good opportunity to review prepositions of location.
As a class, brainstorm all the different places your students visit throughout the week. Be sure to include places like the gym, the grocery store, a car, and other locations in which they may only spend a few minutes. Then have pairs of students work together using that list of places. The first student tells the second where he is (e.g. ‘You are at the gym’) and the second student says what he is doing there (e.g. ‘I am lifting weights’). This is also a good opportunity to review prepositions of location.
SEVEN ACTIVITIES FOR TEACHING THE PAST
PROGRESSIVE
“Try
These 7 Speedy Activities for Teaching the Past Progressive”
11. 1 1. 1. The Luck of the
Draw
Write several past times on small
slips of paper and put them in a hat. Have students draw a time from
the hat and then tell what they were doing at that time using the past progressive.
2. People Watching
Have your students visit a public
area for their homework, preferably an area with a lot of people. If they don’t
know it already, explain the concept of ‘people watching’. Tell your students
to take notes during their visit and then report back to the class the next
day. They should use the past progressive to describe what they saw on their
homework trips.
3. Memory Challenge
Give your students pictures that show
a lot of activity (‘Where’s Waldo’ books are a good source) and give them one
minute to study the picture. Then, have them turn over the
picture and ask questions about what was happening in the picture. (e.g.What
was the little girl doing? How many people were eating?)
4. What You Didn’t Do
Have pairs of students work together
to list some things they didn’t do yesterday.Then one student asks the second why
she didn’t do a particular activity. (Why didn’t you do your homework?)
The second student answers using the past progressive. (I was watching
television.)
5. My Alibi
Put your students into groups of
about five for a crime investigation role play. One person
plays the detective whose job it is to learn who stole the cookie from the
cookie jar. She asks questions of her group to identify the thief, and they
give their alibis using the past progressive.
6. Strange
Explanations
One person acts as the accuser and asks
classmates why they were doing strange
activities, and the second student must explain that strange activity. Each question
should start with ‘When I saw you…’ For example, the accuser might say, ‘When I
saw you, you were sticking bubblegum to your shoe’. The second student might
answer, ‘I was filling in a hole in my shoe’. Encourage your students to be as
creative and outrageous as they can for this activity!
7. So Much In Common
Have students work in pairs to
discover similar things they were doing at the same time. They might
start with questions like, ‘What were you doing at 7 p.m?’ Each pair should try
to find at least two things they were doing at the same time and then share
them with the class. ‘At 7 p.m. we were both watching television’.
sources:
More Suggested activities for teaching Progressive
Aspect:
ACTIVITY 1 : Past continuous tense Board Games using ‘When & While’
i.
‘Past Progressive Board Game’ is an interesting activity to be incorporated in the grammar class particularly in teaching Progressive
Aspect.
ii.
This board game can be done in pairs or groups which testing the students
understanding in past progressive tense.
Directions:
i.
Roll the dice and count according to the spaces on the board and advance. If
you fall on a pirate sign, you restart.
ii.
If you fall on a pirate sign, you restart. If you fall on a forward or backward
sign, you move in that direction.
Rules & Regulations:
i.
Practice the past continuous tense by landing on a space and creating the other
half.
ii.
For example, number 2 “……. When the phone rang.” Student must say
something with the past continuous like this : “ I was eating my dinner last
evening when the phone rang,”
If
the sentence has a beginning part instead, the students have to make the
ending. For example number 4: “ I was riding my bicycle yesterday, when I fell
off”.
http://www.esltower.com/GRAMMARSHEETS/pastcontinuous/preview/pastcontinuousboardgame_Page_1.jpg
http://www.esltower.com/GRAMMARSHEETS/pastcontinuous/preview/pastcontinuousboardgame_Page_1.jpg
source:
ACTIVITY 2: 'How to teach future continuous tense'
You don’t need a fortune teller to
tell your future. It’s right there in black and white in your appointment book!
The Future Continuous tense is used when talking about fixed appointments
and/or events that we’ve scheduled in the future, and also events that will be
in progress at a specific time in the future. It’s a good idea to tell your
students that the future continuous also sounds more polite,
and it’s recommended especially in business contexts.
How To Proceed?
1. Introduce the
Future Continuous
To introduce this tense use illustrations or pictures where there
are lots people carrying out different actions; the best places are those where
there are fixed schedules, like an airport, train station, or movie theater.
For example, show
the illustration of a busy train station and ask:
T: Is Mr. Thompson boarding his train
right now?
S: No, he’s waiting at the platform.
T: That’s right! He will be
boarding his train at 7pm/in 10 minutes.
Go on with more examples: He’ll
be taking the train to New York City. He’ll be leaving from Track 2. He’ll be
arriving at 9pm. Show students another illustration and have them
supply examples with the future continuous. Finally, ask students to give you
examples based on what they will be doing the next day at a particular time,
either events they’ve scheduled or actions that will be in progress.
S1: I will be having dinner with my
family at 8pm.
S2: I will be studying all day
tomorrow.
S3: I will be visiting my grandmother
for her birthday tomorrow evening.
2. Introduce the
Future Continuous – Negative form
Use the information
supplied by students about things they will be doing the next day, and make
negative statements, alternating between affirmative and negative.
T: Juan will be
having dinner with his family at 8pm. He won’t be playing football.
Ask students to
provide more sentences in the negative form by using their own examples or the
illustrations used in class.
3. Introduce the
Future Continuous – Interrogative form
Ask students questions about what
they will be doing some time in the near future:
T: What will you be doing for the
Christmas holidays?
S: I will be visiting my family in
Mexico.
T: Ask a classmate!
S: Sarah, what will you be doing for
the Christmas holidays?
Ask students to ask more questions.
Encourage them to use what time, when, where, who, etc… Make sure
they notice that questions in future continuous sound more polite than
questions in simple future.
4. Introduce the
Future Continuous – Short answers
Have students ask
you questions about future events and reply with affirmative and negative short
answers:
S: Will you be going somewhere for
the holidays?
T: Yes, I will/No, I won't.
Students now take turns asking each other questions and replying.
source:
Sample Lesson Plan
You can adapt
it to the situations and needs of your class!
Form
: 2 Dinamik
Subject :
English Language
Date :
12 May 2010
Time :
8.00 – 9.20 a.m
SubTopic : Grammar (Past Progressive
tense)
Proficiency Level : Intermediate
Moral values : Cooperation
Previous knowledge :
Students had learnt present continuous tense in their previous lesson.
Teaching materials : Word cards
Behavioral objectives : To review the past continuous ie. "They were
playing basketball".
Learning outcomes : At the end of the lesson students
should be able to:-
Understand and fill in the correct the form,
meaning and usage of Past Progressive tense.
Content and Teaching
Procedures:
Set Induction (10 minutes)
1.
Teacher
greets the students and shows concern about their well-being.
2.
Teacher
introduces the lesson of the day.
Presentation (30 minutes)
1) Divide the class into two teams.
2) Create a space where one team can sit in chairs together and the other team can stand up without tables in the way.
3) Have one team sit down and close their eyes, or face the wall.
4) Monitor that eye closed/no peeking rule, perhaps deduct points for peeking.
5) Show the other team an action verb like "playing basketball".
6) That team silently acts out the action until you say FREEZE.
7) When you say FREEZE every member of the team freezes their current action and holds it.
8) Team one can now open their eyes and see the frozen actors.
9) Each student from the seated team takes a guess at to what Team 2 was doing. "Was she playing tennis?"HINT: Guessing should be fairly swift, poor team one is patiently frozen, remember.
10) A successful guess gives them one point.
11) After all students guess once, point or no point, play proceeds to the next team.
12) Game ends at teacher's discretion.
1) Divide the class into two teams.
2) Create a space where one team can sit in chairs together and the other team can stand up without tables in the way.
3) Have one team sit down and close their eyes, or face the wall.
4) Monitor that eye closed/no peeking rule, perhaps deduct points for peeking.
5) Show the other team an action verb like "playing basketball".
6) That team silently acts out the action until you say FREEZE.
7) When you say FREEZE every member of the team freezes their current action and holds it.
8) Team one can now open their eyes and see the frozen actors.
9) Each student from the seated team takes a guess at to what Team 2 was doing. "Was she playing tennis?"HINT: Guessing should be fairly swift, poor team one is patiently frozen, remember.
10) A successful guess gives them one point.
11) After all students guess once, point or no point, play proceeds to the next team.
12) Game ends at teacher's discretion.
Practice (30 minutes)
1 1. Teacher
moves on to the next activity.
- Drilling exercise
- Drilling exercise
2. - Teacher
distributes exercise to the students.
3.
Students
are given time to answer the question.
4.
Teacher
and students check the answers together.
Closure (10 minutes)
1.
Teacher
reflects on the lesson.
2.
Both
teacher and students summarize the lesson of the day together.
3.
Teacher concludes the lesson.
TIPS:
To get the game going at a
good pace, use simple sentences like "She was eating". Once the kids are into it, increase the level of difficulty
by adding objects (not physical objects, silly) to the sentences. ex. "She
was eating spaghetti".
Preparation:
Either have cards with action words ready, or use your text
book to point to the actions they have studied in their book.
Adapted from:
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