Present Continuous Tense Part 1&2

Resource Info

Basic Information

There is a need to take up grammar in an everyday context with examples from daily usage to ensure that students go beyond memorizing the rules. This lesson plan provides students with the context needed for the use of the present continuous tense.

Lesson plan Details

Duration: 
04 hours 00 mins
Introduction: 

(i) The Need: Grammar is often taught in a vacuum as a set of rules to be memorized. It is often accompa- nied by drill and practice. Neither the rules, nor the examples have anything to do with real life situations and common every day usage.  Drilling and practice of grammar is still sentence based and the context is often missing. This is why even when the children do well in the exams  they do not necessarily have the confidence  or the ability to speak  or write in everyday  situations. There is therefore a need to take up grammar in an everyday context with examples from daily usage.

(ii) Importance: It is important for us to understand that we must  open the doors  of the class  room to look at the world of sign boards, hoardings, advertisements where  grammar stares at us, signals us and beckons us with an urgency of a hungry child. Only when this outside world is brought into the class room or the class  room is taken to the outside world that the marriage of the content and context takes place and meaning  is constructed. Then the grammar of language is revealed through  everyday usage resurrecting the missing  link.

Objective: 

Part 1: 

1. The students will recognize the present continuous tense

2.   The students will illustrate with examples the use of the present continuous tense

3.   The students will use the present continuous tense while role playing ‘The Hungry Wolf’

4.   The students will sequence the events  of the story and discuss it.

5.   The students will use the present continuous tense to list a variety of actions.

Part 2: 

1.    The students will respond to questions in the present continuous tense.

2.   The students will make  sentences using the structure for the present continuous tense

3.   The students will give a running commentary of a cricket match

4.   The students will describe pictures in the present continuous tense

 

Steps: 

Part 1 

Step 1: Generating Interest

Start the session with the song ‘Brother John’. First sing it for them: “Are you sleeping, Brother John? Morning bells are ringing ding, dang, dong.” Ask the students to sing along with you.

 

You can also create your own nursery rhymes. Choose familiar topics. What do children love? What do

they do? Here are some topics: My red ball, my blue kite, Banu is my friend, My Papa, My teacher, my

Mother………

 

Step 2: Activity | Dramatization (40 minutes for a class of 16 children):

1.    Divide the class into groups of four. Give the text of the lesson to each group. Let them chose  the roles  and rehearse for a while. Practice dra- matization.

2.   Start  the performance group-wise: While one group does the drama the members of the other groups  act as judges. They award  marks out of 10. You may use the following grid:

 

 

 

 

Criteria/group

 

Correct

Dialogue:

 

4 marks

 

Clarity of speech:

2 marks

 

 

Acting:

 

2 marks

 

Overall presentation:

2 marks

Total: Out of 10

marks

Group 1

 

 

 

 

 

 

Group 2

 

 

 

 

 

 

Group 3

 

 

 

 

 

 

Group 4

 

 

 

 

 

 

They will also write down the name of the best actor/actress – with the name of the character. (This will help them to settle down while the other  groups are presenting and not create indiscipline.)

Step 3: Recapitulation | Chain story (40 minutes for a class of 20 children):

1. Print out two copies of the dialogues from the lesson on cards as given in Resource 1

2. Divide the class  into two groups  and ask them to sit around  in two circles.

 

This activity can be done before or after teaching the lesson. If done before the lesson, it becomes a trigger for discussion and questions and can be structured to help critical and creative thinking. The story is entirely in present continuous tense. Therefore the objective of the drama is to practice this tense.

 

Step 3: Recapitulation | Chain story (40 minutes for a class of 20 children):

1. Print out two copies of the dialogues from the lesson on cards as given in Resource 1

2. Divide the class  into two groups  and ask them to sit around  in two circles.

3. Place the cards in the midst of each group and ask the students to sequence them.  Then join the two circles and ask them to tell the story without referring to the text. Each student should tell one sentence of the story. They should tell it in a dialogue form (in present continuous tense as far as possible).

 

Do not penalize the students  if the dialogues are not in present continuous tense. The objective is to get the students  to use the language without much conscious effort.

 

Teacher's note: 

Form: The present continuous tense is formed  in the following way: form of the verb to be according  to person + base  form of the verb + ing = is singing E.g.: The roof is leaking.

 

I

am

 

 

 

speaking

you

are

he / she/it

is

we

are

they

are

 

Function: The present continuous tense is used for:

a. Describing present action      b. Describing future action

 

Part 2

Step 1: Generating Interest

Start the session with the song ‘Brother John’. First sing it for them: “Are you sleeping, Brother John? Morning bells are ringing ding, dang, dong.” Ask the students to sing along with you.

Step 2: Activity | Dramatization (40 minutes for a class of 16 children)

Word Map:  Say the word ‘CRICKET’. Ask the students to say anything  that comes  to their mind while thinking of the word 'cricket.' Build the word map as the students provide the words. The students will require the map. 

 

 

a. Pair the students. Tell them that they will watch a video clipping of a cricket match.

b. Before showing the video clip tell the students that they have to speak  two sentences describing what is happening on the screen like a commentary while the match  is on. Write the following questions on the board  to guide them. Who is batting? Who is bowling?

c. Let the students watch  the clipping once or twice. Let them  discuss the vocabulary  and target structure. Go around  and help them  with the target structure.

d. Show the video clipping again. Now they come up in pairs and give a com- mentary. Write the sentences on the blackboard.

Debrief:

Form and Function of the present continuous tense

Ask the students these questions:

•     How is the present continuous tense formed?

•     What are the uses  of the present continuous tense?

 

Teacher's note: 

Form: The present continuous tense is formed  in the following way: form of the verb to be according  to person + base  form of the verb + ing = is singing E.g.: The roof is leaking.
 

I

am

 

 

 

speaking

you

are

he / she/it

is

we

are

they

are

 

Function: The present continuous tense is used for:

a. Describing present action      b. Describing future action

Assessment: 

Part 1

Mime, a game

Step 1:

Ask the students to sit down such  that  they are  all facing you. Instruct the class  to stay quiet while you mime five actions.  After each mime give them time to note down your action.

Step 2:

Now ask the students to discuss which action you are going to do next. Write their responses on the blackboard.

 

As mentioned above, the present continuous tense is used for describing an action which is happening. It is also used to describe an action in the future usually with the structure Verb to be + go + ing. e.g. I am going to brush my teeth. If your students are ready for it you can also discuss the concept of tense and time. Tense is a grammatical category while time is a functional category.

 

Part -2 

 

Mime, a game

Step 1:

Divide the class into two groups.

Group 1: Give a sheet of drawing  paper  to each  child and ask this group  to draw a picture of a class. All of them will sit together and decide what to draw. After that each one will draw the picture.

Group 2: Ask the other group to bring something they like, from the grounds to the class.  The group which has gone out will come back with their treasures in their pockets.  Give a sheet of paper  to each member of that group.

Step 2:

Making a pair with one member  from group 1 and the other from group 2:

Make a pair with one member from each group.

Step 3:

The pairs work together: giving instructions – drawing a class. The child who has drawn  the scene  of a class  will describe the scene  without showing the paper  to the child who had gone out. The child who had gone out will draw the scene  according  to the description.

Eg. the teacher is standing near  the board. She is writing on the board. The students are talking to each other.

Then ask them to compare the drawings and mark the differences. What are you going to do with the treasure you have brought?

The child who gave the instructions will now ask the child who went out to show what he brought. He will ask him what he is going to do with it. The child will show  the object  and tell what he is going to do with it.

Debrief:

The two functions of the present continuous tense.

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