Methodology Unit 2 Assignment (Task 4-7)
Task 4: Present continuous Lesson Plan
Lead-in
Ask students about their daily routines using the present simple tense e.g., "What do you do
every morning?"
Encourage answers like, "I eat breakfast," "I go to school."
Presentation
Meaning:
Show pictures of people performing different actions (e.g., dancing, reading, singing).
Draw student’s attention to the pictures and ask, "What is she doing?"
Elicit answers in the present continuous (e.g., "She is dancing").
Repeat with the rest of the pictures and elicit responses from students.
Write student’s responses on the board.
Elicit and discuss the meaning by asking questions like ("Is she dancing right now?" (Yes)
Elicit that the present continuous tense talk about actions happening right now.
Pronunciation:
Model and drill sentences on the board for pronunciation practice.
Emphasise the use of pronouns and revise the verb ‘to be’.
Focus on contractions (e.g., "She’s dancing," "He's reading") as these can be difficult.
Form:
Write examples on the board, (i.e., forming a present participle – verb + “-ing”).
Demonstrate pronoun integration into the form with "am," "is," and "are" (e.g., "I am," "He is,").
Elicit the full present continuous tense pattern (SUBJ + am/is/are + VERB + ing) and write it on
the board.
Explain negative and question forms.
Practice (Controlled):
Pair up students and provide sentences with missing words and have students fill in the blanks.
For example, "She ___ (dance) right now." (She is dancing right now.)
After completion, facilitate class review
, Production (Free):
In pairs, students take turns acting out different actions while their partner describes what they
are doing using the present continuous tense. For example, one student mimics swimming, and
the other says, "You are swimming."
Task 5
The materials and activities, such as pictures and role-plays, engage young adults visually and
interactively. They help students understand and practice the present continuous tense in real-life
contexts, ensuring comprehension and retention. Controlled exercises ensure accuracy, while free
activities promote fluency and confidence in using the new language structure. These methods cater
to different learning styles and make the lesson dynamic and effective for young adults.
Task 6
Using normal speech patterns, like contractions, helps students understand how English is spoken
naturally. It prepares them for real conversations, making their language skills more practical and
authentic. This approach also aids in better listening comprehension and speaking fluency, reflecting
everyday use of English.
Task 7
Elicitation encourages students to think and participate actively, making learning more engaging. It
helps teachers assess students' prior knowledge and understanding. By discovering answers
themselves, students retain information better and feel more confident in using new language skills.
This method also fosters a student-centered learning environment.
Past Continuous with interrupted action
Task 4: Present continuous Lesson Plan
Lead-in
Ask students about their daily routines using the present simple tense e.g., "What do you do
every morning?"
Encourage answers like, "I eat breakfast," "I go to school."
Presentation
Meaning:
Show pictures of people performing different actions (e.g., dancing, reading, singing).
Draw student’s attention to the pictures and ask, "What is she doing?"
Elicit answers in the present continuous (e.g., "She is dancing").
Repeat with the rest of the pictures and elicit responses from students.
Write student’s responses on the board.
Elicit and discuss the meaning by asking questions like ("Is she dancing right now?" (Yes)
Elicit that the present continuous tense talk about actions happening right now.
Pronunciation:
Model and drill sentences on the board for pronunciation practice.
Emphasise the use of pronouns and revise the verb ‘to be’.
Focus on contractions (e.g., "She’s dancing," "He's reading") as these can be difficult.
Form:
Write examples on the board, (i.e., forming a present participle – verb + “-ing”).
Demonstrate pronoun integration into the form with "am," "is," and "are" (e.g., "I am," "He is,").
Elicit the full present continuous tense pattern (SUBJ + am/is/are + VERB + ing) and write it on
the board.
Explain negative and question forms.
Practice (Controlled):
Pair up students and provide sentences with missing words and have students fill in the blanks.
For example, "She ___ (dance) right now." (She is dancing right now.)
After completion, facilitate class review
, Production (Free):
In pairs, students take turns acting out different actions while their partner describes what they
are doing using the present continuous tense. For example, one student mimics swimming, and
the other says, "You are swimming."
Task 5
The materials and activities, such as pictures and role-plays, engage young adults visually and
interactively. They help students understand and practice the present continuous tense in real-life
contexts, ensuring comprehension and retention. Controlled exercises ensure accuracy, while free
activities promote fluency and confidence in using the new language structure. These methods cater
to different learning styles and make the lesson dynamic and effective for young adults.
Task 6
Using normal speech patterns, like contractions, helps students understand how English is spoken
naturally. It prepares them for real conversations, making their language skills more practical and
authentic. This approach also aids in better listening comprehension and speaking fluency, reflecting
everyday use of English.
Task 7
Elicitation encourages students to think and participate actively, making learning more engaging. It
helps teachers assess students' prior knowledge and understanding. By discovering answers
themselves, students retain information better and feel more confident in using new language skills.
This method also fosters a student-centered learning environment.
Past Continuous with interrupted action
