Universidad Católica de El
Salvador. March 7th, 2014
Facultad
de Ciencias y Humanidades
Licenciatura
en Ciencias de la Educación con Especialidad en Idioma Inglés.
Top Notch 1 Basic Level
Teachers: Marina Flores and Gabriela Perez
- Topic: Technology and You
UNIT: 5
- Grammar item:
-
The present Continuous (review):
Actions in
progress and future plans
Statements and questions
Objectives:
At the end of this unit, students are expected to use the present continuous
tense either in the affirmative, negative or interrogative form, through the
use of different activities based on reading, speaking and writing purposes. .
Through completing a short
questionnaire, Ss will be able to interview their classmates orally to find
students who have similar interests on what they like doing, using the present
continuous tense.
By
creating a paragraph, Ss will be able to describe their daily routines
using the present continuous form.
Materials:
Top
Notch Book, appendixes, markers, charts, worksheets, sentences strips, dice, CD
player, cards, whiteboard.
Time: 8 hours.
WARM UPS:
Warm-up activity: 1
Title: “Broken Telephone” (3 minutes)
Objectives: To check students’ listening
comprehension and pronunciation.
Description:
-
The
teacher first must think of a sentence or phrase and whisper it to the person
beside her. ( the teacher should use a sentence using the present continuous)
-
That
person will then whisper what she heard to the next person.
-
Each
person can only say, "Can you please repeat that?" one time
-
When
the message reaches the end of the chain that person must speak out loud
-
Then,
Try to find out where the chain broke!
Warm-up activity: 2 (Drawing and Speaking activity;
Appendix “A”) (10 mim)
Title: Illustrations
Objective: to practice the present
continuous form by guessing the sentences through a drawing.
The class is divided the
class into two teams “A” and “B”. One student from team “A” comes up to the
board and is handed a present continuous card. The student then draws the
present continuous sentence on the card without speaking. Team “A” then
gets one minute to try to guess the sentence. They must guess exactly
what’s on the card. If they cannot guess correctly after one minute, Team “B”
tries to answer. One point is awarded for each correct guess. Then, team “B”
plays and so on. The first team to get to five points wins the game.
Warm-up activity: 3 (6 min)
Title:
“The Hot dice”
Ask students to make a big
circle, and then ask them to pass the dice and when the music stops playing,
the student who gets the dice will roll it and the student will create a
sentence using the present continuous form based on the verb he gets rolling
the dice.
Note: All the dice’s sides will
have a verb in simple present form.
Warm-up activity: 4 (8 min)
Review: present continuous
Students
listen to the conversation about problems with products and appliances. Write
the sentence to describe each problem. Give them an example; exercise “A”, page 60.
PRESENTATION:
(Reading / Listening) (10
min)
-
Students
work on page 52.
-
Before
students read and listen to a conversation, ask: where do you think they are?
-
After
students read and listen, ask: What does Liza want to buy? What kind of TV does
he recommend? Is it expensive? Is he going shopping later?
-
Then,
have students repeat each line
-
Monitor
their work.
GRAMMAR EXPLANATION:
-
The
present continuous
-
Actions
in progress and future plans
-
Statements
and questions
Directions: Explain
about the use of “The Present Continuous tense”, in affirmative and negative
forms; then, explain actions in progress and future plans using it, and how to
do statements and questions as well.
Note: The Top Notch Book, page 52 offers examples about
the use of present continuous for actions in progress now and for future plans,
and also examples of questions.
Present Progressive/Continuous - Use
When do we use the present continuous?
When someone uses the
present continuous, they are thinking about something that is unfinished
or incomplete or it is used when we talk about something which is
happening now. Have a look at the following examples:
1) Actions happening at the
moment of speaking (now, at the moment)
Examples:
Peter is reading a book now.
She’s listening to the radio.
She’s listening to the radio.
2) Fixed plan in the near
future
Example:
She is going to Basel on Saturday.
3) Temporary actions
Example:
His father is working in Rome this month.
Note:
We do use verbs which express states and are normally not used with the Present Progressive. Watch the difference in meaning.
We do use verbs which express states and are normally not used with the Present Progressive. Watch the difference in meaning.
They love being together. (They are not
together now.)
They are loving being together. (They are together now.)
They are loving being together. (They are together now.)
4) Actions happening around
the moment of speaking (longer actions)
Example:
My friend is preparing for his exams.
5) Trends
Example: More and more people are using their
computers to listen to music.
6) Repeated actions which
are irritating to the speaker (with
always, constantly, and forever)
Andrew is always coming late. (I
don't like it.)
Simple Present:
Andrew always comes late. (Here I don't give a comment.)
Andrew always comes late. (Here I don't give a comment.)
Examples:
Affirmative form:
|
I am playing football.
I'm playing football. |
You are playing football.
You're playing football. |
Negative form:
|
I am
not playing football.
I'm not playing football. |
You are
not playing football.
You're not playing football. You aren't playing football. |
Interrogative form:
|
Am I playing football?
|
Are you playing football?
|
BE CAREFUL! Some verbs are not
used in the continuous form - see below.
The verbs in the list below
are normally used in the simple form, because they refer to states,
rather than actions or processes:
List of common verbs
normally used in simple form:
|
-Senses / Perception
|
|
feel*, hear, see*, smell,
taste
|
|
-Opinion
|
|
assume, believe,
consider, doubt, feel (= think), find (= consider), suppose, think*
|
|
-Mental states
|
|
forget, imagine, know,
mean, notice, recognise, remember, understand
|
|
-Emotions / desires
|
|
envy, fear, dislike,
hate, hope, like, love, mind, prefer, regret, want, wish
|
|
-Measurement
|
|
contain, cost, hold,
measure, weigh
|
|
-Others
|
|
look (=resemble), seem,
be (in most cases), have (when it means to possess)*
|
Notes:
·
'Perception' verbs (see,
hear, feel, taste, smell) are often used with 'can': e.g.
I can see...
I can see...
·
* These
verbs may be used in the continuous form but with a different
meaning, compare:
·
This coat feels nice
and warm. (= your perception of the coat's qualities)
·
John's feeling much
better now (= his health is improving)
·
She has three
dogs and a cat. (=possession)
·
She's having supper.
(= She's eating)
·
I can see Anthony
in the garden (= perception)
·
I'm seeing Anthony
later (= We are planning to meet)
PRACTICE
ü Controlled practice
ACTIVITY #1 (Listening and Reading
activity; page 51, exercise C) (10 min)
-Photo story
Before students read and listen, ask questions
about the first photo, ask what´s the man looking at? Then, ask students to
read and listen to a conversation about a product that´s not working. After
students read and listen, say the following statements. Have students say
whether they are true or false:
The printer isn´t working. (True)
The printer is new. (False)
The printer is wireless. (False)
The printer is up-to-date. (False)
They are going to shop for a new printer. (True)
ACTIVITY #2 (Listening activity) (10 min)
-
Student
read and listen to a vocabulary, then they listen again and repeat; page 54,
exercise A.
-
Listen
to predict. Students listen and write the name of the appliance and then, they
listen again and predict what the other person will say. Ask them to check the
box, page 55, exercise C.
ACTIVITY #3 (Listening and writing
activity; Appendix “B”) (15min)
Tittle: S.O.S by Good
Charlotte
-
Students
are going to listen to a song and then, they will write the missing words on
the lyrics.
Note: if you do not have the song
you can download it from this link with “atube catcher” program.
ACTIVITY #4 (Writing activity, appendix “C”)
(10min)
-Ask
students to look at the picture and write sentences using the verbs given in
present continuous. Then, ask them to look at the image on the previous
exercise and write questions and then answer. Pair work.
ü Semi controlled practice
Activity #1 (Speaking and writing activity;
page 51, exercise E) (15 min)
-Pair work. Ask students to
make a list of 5 electronic products that are necessary for their life. Ask
students to put them in order from most important (1) to least important (5).
Ask them to compare lists with the partner. Then, they will explain why each
product is necessary for them.
Activity #2
Title: Sentences Strips; Appendix “D” (10 min)
-
Students
will work in groups of three. Then, they are going to be given sentence strips
to find the correct order of the sentences given. Next they are going to read
the sentences formed aloud.
Activity #3 (listening and writing
activity) (15 min)
-
Students
read and listen to the vocabulary; exercise A, page 53. Then, ask students
which of these electronic products they own? Which do they use often? Then,
with a partner, have students talk about which electronic items, they have and
what brands they are. Next, ask students to work on page 53; exercise B.
Activity #4 (writing and speaking
activity; Appendix “E”) (15min)
-
Ask
students to read a
conversation between friends and fill in the spaces. Tell them most of the
spaces are in the present continuous - positive, negative and questions and
also there are a couple of present simple verbs, they may be careful.
-
Next, ask some of the students to
pass to the front to perform the conversation.
ü Free practice
Activity #1 (writing and speaking activity;
Appendix “F”) (20 min)
Tittle:
Do it right
Based
on the pictures of everyday activities worksheet, ask students to write 5 sentences
what people are doing using the present continuous tense. Then, students work
with a partner and practice asking and answering questions about what people
are doing.
Activity #2 (speaking and writing activity;
Appendix ”G”) (20 min)
Tittle:
What do you like doing?
-Students complete a short questionnaire
and then interview their classmates to find students who have similar
interests.
- Students read through a worksheet and
tick an option for each category that best describe what they like
doing. Students can add their own answer using the present continuous.
-Then, students walk around and interview each
other to find someone with whom they have a similar interest for each category,
e.g. what do you like doing in the morning? I like drinking coffee,
etc. When everyone has finished, the students talk about
their findings. To finish off, students work in groups. They tell each
other what they like and don’t like doing from the categories
Activity #3 (Writing and Speaking activity)
(15 min)
Students
are going to write a ten line paragraph describing their daily routines using
the present continuous form. Then, ask some students to share with their
classmates what he/she has written. Individual work.
Activity #4 (Speaking activity) (20 mim)
Pair
work. Students point at the people in the pictures on page 61 and ask and answer
questions using the present continuous. For example: Q: What´s he doing? A:
He´s listening to music on his mp3 player. Then, ask them to create
conversations for the people in the pictures 1, 2 and 4. For example: A: The
vacuum cleaner is not working again. B: Again? I´m sure. It´s fixable.
Wrap Up (10 min per each one)
Title: Write an email
- Ask students to imagine they have to write an
email to a friend or family member and tell them what they enjoy doing on
vacation using the present continuous form. Then, ask them to share their
“e-mail” with the rest of the group.
- The students write a 15-line short story in
which they use the present continuous tense.
- Choose a few students and give each 60 seconds
to speak about their near future plans using the present continuous.
Homework:
- Ask students to
complete each conversation with a question in the present continuous. Page 60,
exercise B from the book.
- Ask students to write
20 line journal describing their daily routines using the present continuous
form.
- Students complete unit
5 on their workbook.
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