NAME ISHRAT NAZ

DIPLOMA IN TEFL

ROLL NUMBER BR566148

COURSE CODE 5657

TOPIC PRESENT CONTINUOUS TENSE

Q1. Design a lesson plan based on the teaching of present
progressive tense. Formulate clear and precise learning
objectives relating to all the three domains of Bloom’s
Taxonomy (two each). You can make use of any of the
suitable authentic material in the presentation stage to
make learning more effective. Assess the performance of
your learners by designing creative activities. Get the
feedback from the learners to revise/improve your lesson
plan.

Abstract
Learning languages is very important in modern society. In this diploma
Tefl project, it is dealt with teaching the present continuous tense. The
inductive and deductive approaches along with the 4Ps stages of
grammar teaching are described. Moreover, the typical mistakes of
learners are listed. The project presents the analysis of the
questionnaires filled out by the teachers and learners from two
secondary schools. On top of that, the analysis of course books used at
secondary schools is made to discover if there is enough material for
learners to practice.
Introduction

A lot of English learners have many problems with understanding the

system of English tenses, especially with understanding the difference
between the present continuous tense form and their meaning in the
Urdu language. When they learn the present continuous tense, they
sometimes do not realize the core meaning, especially of the present
continuous WH question.
They also make mistakes when forming them. It was my teaching
experience what has encouraged me to write about this topic.
The project deals with what grammar is as well as with approaches and
methods used in grammar teaching. Moreover, the project includes a
description of the four stages of grammar teaching along with the
models of grammar teaching, which are the PPPP models.
The project part provides a survey among teachers and learners and
also the analysis of two course books used at middle and secondary
level schools.
 Lesson Plan Framework

Name Date No of Class Length Level of Skills in

& Students of English focus/general/function
Time lesson
ISHRAT 09 15 EFL 40min. Lower Listening/Speaking/with
NAZ am intermediat focus on WH Questions for
18th e learning and daily usage
Oct
2018

Main Aim:
The students will use of Affirmative/ Negative sentences and simple/wh questions
using present continuous tense for daily routine.

Sub Aims (SMART Objectives)

1. The learners will be able to recall definition of present continuous tense.

2. The students will be able to comprehend the affirmative and negative sentence
WH question by using present continuous Tense.
3. They will be able to practice the affirmative and negative sentence-WH
-questions using present continuous Tense.
4. They will be able to play a role between a detective and a suspect using present
continuous. Affirmative/negative WH questions in order to interrogate for
reconfirmation.
5. The learners will be able to write their own dialogue between interlocuters
using present continuous Tense affirmative /negative WH questions for daily
routine.

Class Profile:
It is lower Intermediate learners’ class, which is comprised 15 students only. Most of
them are matric students. They are about 14 to 16 years’ old. Most of them belong to
a middle class. They are highly motivated and would like to learn English because
they would like to use it in their academic settings in order to pass their exam. They
are motivated because they want to attain high social status and progress in English
language learning. They belong to District Swabi.

Previous Knowledge:
Students should be familiar with pronouns & present tense ‘to be’, including contracted
forms. They also need basic classroom vocabulary and commands including listen, talk,
read, write, open, close, pick up, stand up, sit down.  Students should be from cultures
that allow group competitions

Rationale for what I will teach, based on learners’ needs and

previous knowledge:
The learners are taught this structure so that they will be able to revise the previous
structures(Present Simple) and will be able to use Present Continuous tense for the
purpose of reconfirmation in real life conversations.

Assessment and Evaluation:

The teacher will be observing his/her students during their performance
throughout the class activities so that he/she will be able to know their areas of
improvement and will devise activities in the next class accordingly.

Language Skills: Listening / Speaking / Writing / Reading :

Language Function and System {Simple /WH Questions used for reconfirmation)

Anticipated Problems:
There are variety of structures used in Negative Question and WH Questions which
will confuse the students if confronted by the students.
Suggested Solutions:
The rest of structures of Present Continuous tense used for Future will be
consolidated in the next few classes.
 Lesson Plan
Stages Time Procedure/Activity Skills in Stage Aim
types of for Steps to be followed Focus
each
Interactio activity
n Genre/fu
nction

Listening/ The purpose

(Warm Up) Speaking/ of the activity
Confidence is to activate
Activity 1: developme the students
Teacher + 4
class nt Schema.
interaction,
min The teacher will ask the
Student + students to stand in two
Student rows face to face to each
Interaction other and will tell them to
will be introduce themselves to
exploited.
each other in pairs and
after each minute, they will
change partners.

Loud
(Presentation) Activity 2: Reading
The teacher will take place the
Teacher + 4 following dialogue via chart on the The Purpose
Class min. board. The teacher will ask two of of the
Interaction, the students to read the dialogue activity is to
Teacher + loudly and then he/she will ask his arouse the
Student students to tell him about the schematic
Interaction purpose of the present continuous information
simple sentences used in the about the
dialogue that why they have been target
used. Finally the teacher will structure.
explain the situation of the target
structure.
 Dialogue

Definition: It is used to express

ongoing action at present time De/Prese
and an action which is in present
Stage 3: progress at the time of speaking. continuou The Purpose
10 s Tense of the
Practice: min. The following formulas will be activity will
written on the board which will be be to enable
Teacher+ practiced by the class. the students
Class Affirmative; to WH
Interaction,
Student +
question can
Student Subject + Auxiliary Verb + be used for
Interaction Present Participle form of the reconfirmati
will take main verb+obj. on and will
place. Subject + Is / Am / Are + Present practice it.
. Participle+obj.

Negative;

Subject + Auxiliary Verb +not+

Present Participle form of the
main verb+obj.
Subject + Is / Am / Are +not+
Present Participle+obj.

Simple Question;

Auxiliary Verb+Subject + Present

Participle form of the main
verb+obj?
Is / Am / Are + Subject +Present
Participle+obj?

WH Question;

WH+Auxiliary Verb+Subject +
Present Participle form of the
main verb+obj?
WH+Is / Am / Are + Subject
+Present Participle+obj?

Activity 3:
The learners will be able to revise
and will repeat the present
 continuous affirmative/negative
sentence and interrogative/ WH
question after the Demo.

Activity 4:
The teacher will divide the
learners into pairs and will ask
Production: them to practice present Wh
10 continuous tense Affirmative question The learners
Student + min. Negative sentence and Simple/ practice will get more
Student WH questions using different with confident and
Interaction different be motivated
will happen.
subjects. subjects by the teacher
using to have a
Student + Am present controlled
I ‘m affirmative practice of the
Student as well as target
Interaction We Are
negative structure.
You ‘re sentence
They Playin Footb
He Is g all
She ‘s
It

Speaking
The students
skills will be able to
practice of use the
the targeted
Follow up: After they practice present Affirmativ structure
continuous tense Affirmative e ,negative freely, which
sentence Wh questions, they will will enable
and WH them to get
also practice on present negative questions more
sentence and simple questions In real life understanding
according to the diagram written like of the
on the board by the teacher. situation structure.
The learners
will have a free
Activity 5:
practice during
this activity
The teacher will instruct the and the
learners to have a role play in teacher will
pairs of a detective and a suspect play the role of
6 just a
in which the detective will Writing
min. facilitator.
investigate the suspect about the /Affirmati
problems of Pakistan Education ve,
Home Task Systems by using Affirmative negative
/Negative Sentences and sentences
They already
Writing a Interrogative/ wh questions of and WH have practiced
dialogue present continuous tense. The Question the same
activity spoken
between teacher will circulate among the vise, now they
father and a students if they have any will be given a
son using problems, he/she will facilitate practice of
Affirmative , them. written as well.
Negative
,Simple and Activity 6:
WH Home Task
questions in
The learners will be asked to write
present
a dialogue between a father and a
Continuous.
son using present continuous
Tense for 6
tense Affirmative/Negative
learn simple min.
Sentences and Interrogative/WH
present
Questions for the purpose of
continuous
learning about her routine in
tense .
college and they will bring the
home task the next day which will
be checked by the teacher and will
devise activities according to their
needs for the next class.
Feedback

One purpose of this project was to show what approach most teachers at middle and
secondary schools prefer. It has been found out that it is mostly the inductive
approach where learners have to deduce the grammar rules from the context.
A second purpose of the project was to find out if learners think that they know how
and when to use the present continuous tense as well as what type of practice
exercises they prefer and why. According to the results, it may be pointed out that
learners possibly need more practice of the present continuous.
Most learners’ think that it is the present continuous they have the most difficulties
with, especially with omitting the verb to be.
This contradiction signifies that there are some things about teaching the present
continuous tense that need to be explored. This fact may be attributed to the fact
that the Urdu language does not possess any continuous form of the present tense.
Another purpose of this research was to analyze the course books used at middle
and secondary schools and to find out what approach they use and what type of
practice is the most common one being used in these course books and if they
provide enough opportunities for learners to practice. The course books, as well as
teachers, use the inductive approach so learners at middle and secondary schools
get involved in deducing the grammar rules. Nevertheless, controlled drills are the
most common types of exercises which, however, do not provide learners the
opportunity to communicate. Teachers can, nevertheless, help to provide learners
some additional exercises which are more communicative than controlled drills so
that learners have the opportunity to actually use a language in context. In terms of
the analyzed course books, the Project is aimed at more revision of the present
continuous tense throughout the whole course of English at middle and secondary
schools.