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Progressing the Present Progressive: A Collection of Activities 1
Progressing the Present Progressive: A Collection of Activities
Elizabeth First
The Pennsylvania State University
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Progressing the Present Progressive: A Collection of Activities 2
Presented here is a collection of activities focused on the present progressive and
designed to promote learner acquisition through form, meaning, and use of the
grammatical feature. The form is introduced using an inductive approach. Learners are
exposed to an authentic text which frequently uses the linguistic feature. Activities A1
through A4 progressively focus attention to and production ofthe targeted form, which
consists of the auxiliary verb plus a main verb with suffix . As learners develop
the structure of the present progressive, it is important for them to appreciate its
significance. The present progressive conveys that an event is in progress at this moment,
ongoing, and incomplete, that it is temporary and specific in nature. Further, the sense of
this moment may be extended to this week, month or year with respect to a larger time
frame, enabling the present progressive to express future-time with planned events.
Activities A5 through A8 focus on actions currently
in progress, while A9 and A10 focus on future planned events. These activities are
designed to be interactive in nature to reflect how native speakers incorporate this
particular aspect. Studies indicate that native English speakers make systematic use of
the progressive to signal involvement and interaction or to signal detachment, formality,
and lack of interaction by not using the progressive. (Celce-Murcia, Larsen-Freeman
1999) These signals used by native speakers allude to the social positioning or pragmatics
of communication that constitutes the third leg of the grammar triangle. As native
speakers, we choose to use a certain tense or aspect like we choose to use one word over
another. Each tense-aspect carries a specific meaning that communicates how we
conceptualize the world around us and our relationships within it. The use of a particular
tense-aspect may prove especially challenging to non-native speakers when either their
be ing
I am
running in the marathon this week.
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Progressing the Present Progressive: A Collection of Activities 3
culturally-based conceptualizations of the world or the forms chosen to express them vary
significantly from those appropriated to English. For example, in German one tense and
time-adverbials are used to distinguish between the simple and progressive aspects rather
than the use of two tenses in English. Although German speakers have no trouble
acquiring the form, they have trouble using the two English tenses in the appropriate
contexts. (Cowan 2008) Activities A11 through A15 help learners decide when to use a
particular form and understand its social connotations in context of use. These activities,
and those in the general collection, promote elicitation of the learners perceptions as a
basis for negotiating or sketching the English conceptualization of events. For example in
activity A15, consider the choices to describe the weather using either the simple aspect
(stative) versus the progressive aspect (active).
Discussing learner reactions to
these proposals may help them attach a certain perspective to a preferred structure.
Activity A14 focuses on conceptualizing stative verbs. Intended as an introduction to the
rather cognitively charged task of categorizing concepts, the principle activity is fairly
intensive and abstract, whereas, the extensive tasks suggested may help to contextualize
these verbs. Specific instruction with respect to stative verbs, as commonly used in the
simple aspect and less so in the progressive aspect, is highly advocated. Collins (2002)
discovered that a disproportionate percentage of errors involving use of a progressive
form instead of the simple present involved a small number of stative verbs that can also
be activity verbs. (Cowan 2008)
ing
It is rainy. It is raining. It is cloudy. It is
clouding? It is clouding over. It is haily? It is hailing.
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Progressing the Present Progressive: A Collection of Activities 4
Other considerations in designing the activities included adaptability and versatility.
Many of the activities are easily adaptable to feature a different meaning of the
progressive aspect, as noted in under the heading variations in each activity.
Further, I have given consideration to different learner styles by providing tactile,
auditory and visual tasks. As learners may not fit neatly into one category or learning
style, using the different styles reinforces form, meaning and use in a non-repetitious,
dynamic manner and allow the students to experience the sense of the tense-aspect from a
variety of perspectives.
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Progressing the Present Progressive: A Collection of Activities 5
References
Celce-Murcia, M., Larsen-Freeman, D. (1999).
, 2nd ed. Boston: Heinle & Heinle.
Cowan, R. (2008). .
New York, NY: Cambridge University Press.
Firsten, R. (2002). The ELT grammar book: A teacher-friendly reference guide.
Burlingame,CA: Alta Book Center Publishers.
Ur, P. (1988). . Cambridge,
UK: Cambridge University Press.
(References used for individual activities are listed under sources in the activity itself.)
The grammar book: An ESL/EFL
teachers course
The teachers guide of English: a course book and reference guide
Grammar practice activities: a practical guide for teachers
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PSU M A T ESL A PL N G 484 El izabeth Fi rst
A ct i v i t i es: Focu s Presen t Progressive M ay 4, 2010
Activity #1: Cloze Toms Diner by Suzanne Vega
Materials:
Procedure:
Variations:
Comments:
Sources:
Cloze version of song. Transcript of song lyrics or cloze key. (See cloze and cloze
key attached.) Recording of song. (See url listed under sources.)
Pre-listening discuss what a diner is and what you might find there. Familiarize the
students with vocabulary words from the song as necessary for various learner levels, such as:
Students listen to the song for gist. Elicit students to share what they understood. Students listen
a second time, writing down any verbs that they hear. Share. Students listen a third t ime, filling
in cloze. Follow w ith post-listening activity #2.
by Fools Garden (German band with singer Peter Freudenthaler)This cloze focuses the listeners attention to a choice between present progressive and other verb
tenses. (See cloze and cloze key attached. Note errors in cloze key, revise slightly. See urls under
sources for song recordings and videos.)
You may choose to vary the type and number of blanks in the c loze depending on
the learner level and the lesson objective. The cloze highlights only the present
participle of the present progressive form by inductive design to be used in conjunction with
post-listening activity #2. Alternatively, the auxiliary be could be highlighted also in order to
reinforce the complete form.
1.) by Suzanne Vega Song lyrics and sound link:
www.azlyrics.com/lyrics/suzannevega/tomsdiner.html
2.) cloze excerpted from Grammar Workshop by Andrea Rvsz TC Columbia
University
by Fools Garden Video in English link:
http://www.youtube.com/watch?v=bCDIt50hRDs&feature=email
in Mandarin Chinese (#1 song in Asia)
http://www.youtube.com/watch?v=zB_KEjU-0m4&feature=emailin cartoon flash video w/ lyrics, another cloze version
http://www.isabelperez.com/songs/lemon.htm
diner, to pretend, hor oscope, funnies, r eflecti on, to hit ch, to str ai ghten, sto ckin gs, cathedr al.
Lemon Tr ee
Toms Diner
Toms Din er
Lemon Tr ee
Lemon Tr ee
Lemon Tr ee
Lemon Tr ee
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Toms Diner Cloze
by Suzanne Vega
PSU M A T ESL A PL N G484 El izabeth Fi rst
A ct i v i t i es: Focu s Presen t Progressiv M ay 4, 2010
I am ____________
In the morning
At the diner
On the corner
I am ____________At the counter
For the man
To pour the coffee
And he fills itOnly halfway
And before
I even argue
He is ___________
Out the window
At somebody
Coming in
"It is always
Nice to see you"Says the manBehind the counter
To the woman
Who has come in
She is ___________
Her umbrella
And I look
The other way
As they are __________Their hellos
I'm __________Not to see them
Instead
I pour the milk
I open
Up the paperThere's a story
Of an actor
Who had died
While he was drinking
It was no one
I had heard of
And I'm ___________
To the horoscope
And looking
For the funnies
When I'm __________Someone watching me
And so
I raise my head
There's a woman
On the outside
____________ insideDoes she see me?
No she does not
Really see me
Cause she sees
Her own reflection
And I'm _____________
Not to noticeThat she's hitchingUp her skirt
And while she's
____________ her stockings
Her hair
Is ____________ wet
Oh, this rain
It will continue
Through the morning
As I'm ____________
To the bells
Of the cathedral
I am ______________
Of your voice...
And of the midnight picnic
Once upon a time
Before the rain began...
I finish up my coffee
It's time to catch the train
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Toms Diner Cloze Key
by Suzanne Vega
PSU M A T ESL A PL N G484 El izabeth Fi rst
A ct i v i t i es: Focu s Presen t Progressiv M ay 4, 2010
I am
In the morning
At the dinerOn the corner
I amAt the counter
For the man
To pour the coffee
And he fills it
Only halfwayAnd before
I even argue
He is
Out the window
At somebodyComing in
"It is alwaysNice to see you"
Says the man
Behind the counter
To the woman
Who has come in
She isHer umbrella
And I look
The other way
As they are
Their hellos
I'm
Not to see themInstead
I pour the milk
I open
Up the paperThere's a story
Of an actor
Who had died
While he was drinking
It was no one
I had heard of
And I'm
To the horoscope
And looking
For the funnies
When I'm
Someone watching meAnd so
I raise my head
There's a woman
On the outside
insideDoes she see me?
No she does not
Really see me
Cause she sees
Her own reflection
And I'm
Not to noticeThat she's hitching
Up her skirt
And while she's
her stockings
Her hair
Is wet
Oh, this rain
It will continue
Through the morning
As I'm
To the bells
Of the cathedral
I amOf your voice...
And of the midnight picnic
Once upon a timeBefore the rain began...
I finish up my coffee
It's time to catch the train
sitting
waiting
looking
shaking
kissing
pretending
turning
feeling
L ooking
trying
Straightening
getting
listening
thinking
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PSU M A T ESL A PL N G 484 El izabeth Fi rst
A ct i v i t i es: Focu s Presen t Progressive M ay 4, 2010
Activity #2: Post-Listening Toms Diner by Suzanne Vega
Materials:
Procedure:
Sources:
Activity #1 listening cloze, copies of the cloze key and the handout Toms Diner in
(See handout attached.)
Handout the cloze key. Give students a few minutes to fill in the words that they may have
missed. Ask students to share what they noticed about the verbs in the questions on the handout.
Students complete handout. Next have the students work in pa irs to compare and discuss their
answers. Finally d iscuss the answers as a class, emphasizing completeness of actions with
singers use of , and versus sense of duration or continuation with
and .
You may want to act out the difference to illustrate. Some students may not conceptualize thetime-line question easily. You may want to include concept questions when reviewing the
answers, such as: 1st timeline: . Did I eat in the diner yesterday? . Are you
sure? Is it possible I will eat in the diner tomorrow? What about right now? How many times do
I eat in the diner? One or many? What if I said,
(Repeat questions.) versus
Handout adapted from post-reading task example on a fictional grammar tense by Andrea
Rvsz, TC Columbia University.
Progress
pour , open, see look ki ssing,
str ai ght eni ng , tu r ni ng , lo oki ng
I eat in the diner No
I eat i n the diner all of t he ti me/ever y day!
I am eating i n the diner ri ght now, at the moment.
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PSU M A T ESL A PL N G 484 El izabeth Fi rst
A ct i v i t i es: Focu s Presen t Progressive M ay 4, 2010
Toms Diner in Progress
1. What did you notice about the fill-in-the blanks?
a. A common suffix (letter or group of letters added to the end of the word)? ____________
b. The auxiliary (or linking) verb that comes before these main verbs? _________________
c. Changes in the form or the pattern for He/She or I or They? _______________________
Give an example from the song of each. _______________________________________
________________________________________________________________________
2. What time period is the singer referring to when she uses the suffix? When is this happening?
__________________________________________________________________________
Who is the singer telling this story to? ___________________________________________
3. Underline other verbs that you noticed in the song. Do they refer to the same time period?
________________________________________________________________________
4. Compare the two sentences below and create time-lines for them.
I eat in the diner.Past Present Future
I am eating in the diner.Past Present Future
5. This new verb type is called the present progressive or present continuous. Why? ________
__________________________________________________________________________
6. Complete the rule to create the present progressive or present continuous:
a. We need to use two verbs. The first verb is the auxiliary (or linking) verb _____ .
b. The second verb is the main verb. We add ______ to the end/beginning of the main verb.c. Give an example of the present progressive with (I/laugh). ________________________
7. In the 4th stanza the song says, He out the window and in the 7th stanza it
says, And I the other way as they are kissing Why do you think this is? ________
__________________________________________________________________________
is looking
look
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PSU M A TESL APL NG 484 El izabeth F ir st Activiti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
27.1 Remember i ng Pai r s
Gr ammar pr actice activit i es: a
pr actical guide for teacher s
A ctivity #3: R emember what you ar e doing!
M aterials and Pr ocedure:
V ariations:
Comments:
Sources:
Refer to excerpt attached.
Groups that finish quickly can use as flash cards and time test each other to see who
can finish first. Or have them arrange the cards to create a storyline relating all of the actions.
The activity is adaptable to various thematic units by the activities chosen. (i.e.
sports swimming/running/playing x/riding etc.; food cooking, baking, washing, cleaning,
eating, drinking, etc. ; transportation driving, flying, moving, riding, walking, sailing, etc.)
Ur, P. (1988). Present progressive. In Scott Thornbury (Ed),
(pp. 246-247). Cambridge, UK: Cambridge University Press.
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PSU M A TESL APL NG 484 El izabeth F ir st Activiti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
Welcome to Toms Di ner!.
Activity #4: Editing Form
M aterials:
Procedure:
Comments:
Copies of handout (See handout attached.)
Explain to the students that Toms Restaurant or Diner is a real restaurant located in
New York City and featured on a famous television show called Seinfeld. Read the instructions
and have students complete the handout. Have the students review their answers in pairs and then
review together as a class.
This activity is intended as a post-listening activity to activities #1 and #2, though it
can be used independently as well. Similarly, the activity is adaptable to various thematic units
by the photo chosen and sentences created.
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PSU M A TESL APL NG 484 El izabeth F ir st Activiti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
W elcome to T oms D iner !
A reporter is making notes about the diner. Correct or edit any errors that you find in his work.
First underline the verbs in each sentence. Cross out the incorrect verbs and write the correct
form on the line. Note: some sentences may be correct!
1.) The diner is opening at 5 a.m. every morning. _____________________________________
2.) At least eight people is eating breakfast. _________________________________________
3.) The women and her children eat eggs. ___________________________________________
4.) Three people are sitting at the counter. ___________________________________________5.) The waiter is wearing a white shirt and a white apron. _______________________________
6.) The bus boy is wears a white shirt and black pants. _________________________________
7.) I is watching from the street corner. _____________________________________________
8.) I am hungry! Im crossing the street now. _________________________________________
9.) The reporter ordering everything on the menu! _____________________________________
Write a new sentence using the word or words in parenthesis.
Example: I am exercising. (b ike)
1.) I am drinking 16 cans of soda because I am thirsty! (eat/hungry) _______________________
2.) They are entering the diner right now. (leave) ______________________________________
3.) He always orders the same thing. (drink/tea) _______________________________________
4.) Please wait. They are cleaning the bathroom. (set/table) ______________________________
I am bik ing.
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PSU M A TESL APL NG 484 El izabeth F ir st Activiti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
What ar e
they doi ng? Fi nd the Di ffer ence
What ar e they doing
A ctivity #5: Picture Comparison
M aterials:
Procedure:
V ariations:
Comments:
Sources:
Photocopies of two similar pictures (see attachments of two examples:
and )
Refer to ? Teachers Notes, Procedures.
1.) Show students a picture briefly. Have the students write down as many activities occurring in
the picture as they can remember. Share the sentences as a class.
2.) In small groups, assign three roles: reader, writer, and editor. Each group is given the same
photo. The reader is the only person looking at the picture and describes what is happening
in it. The writer writes the sentences on the blackboard. The editor corrects the sentences on
the board as necessary and may ask the writer or the reader clarification questio ns. The group
with the most correct sentences wins.
3.) Refer to What are they doing? Teachers Notes, Additional ideas.
The activity is adaptable to various thematic units by the setting of the picture
chosen. (i.e. vacations resort, holidays family or office party, politics rally, demonstration,
or parade, etc.)
1.) What are they doing? www.eslflow.com , Skyline Resource Pack 1. Published byMacmillan Publishers Limited.
2.) Find the Difference. English File 1. Oxford University Press
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PSU M A TESL APL NG 484 El izabeth F ir st Activiti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
on the other hand, wher eas, although, whi le pr obably
I i magine that you are swimming every day. I bet that
you You ar e probably ver sus ?You ar eswimmi ng. ?I think that you ar e swimming. ?I know
that you ar e swimmin g.
whil
You ar eprobablysleepi ng a lot
Wher e are you going? When ar e you leaving? H ow ar e you getting
there? Where are you staying? H ow long ar e you staying? What ar e you going to do there?
A ctivity #6: Postcard - I am thinking of you!
M aterials:
Procedure:
E xample Prompts:
V ariations:
Several pairs of contrasting travel destinations as prompts. Postcards (or stationary)
for each student.
Have students write a postcard (or a letter) to a friend using contrasting travel
destinations as prompts. Introduce or review additional conjunctions to help them show contrast,
such as: and the adverb to indicate
uncertainty, and therefore the use of the progressive aspect. Discuss how showing uncertainty is
related to the progressive aspect. (Notice here we begin to imply habitual action with progressive
tense in the future.) Model and discuss:
Have students read their letters to students with the same or opposite
prompt. See how many activities they had in common. Ask if students want to volunteer to share
their postcard with the class. Consider collecting them.
[You are on vacation at the beach in Ocean City, Maryland, your best friend is on vacation
in the Rocky Mountains, Colorado. Write a postcard to your friend. Tell them what you are
doing and what you imagine they are doing. ! Be sure to write
small! You need at least 6 sentences! Be sure to use greetings and salutations but do not count
them as part of your 6 sentences!!]
Other possible prompt pairs may be: You are stuck studying at PSU, while your friend is
partying in Cancun, Mexico; You and your family are visiting your grandmother for her 95th
birthday in a tiny town, while your friends are all traveling to NYC to celebrate his/her 21st
birthday; You are spending the winter vacation with your boyfriend/girlfriend in Puerto Rico,
while your best friend is going to Vermont to meet his/her girlfriends/boyfriends parents for the
first time. Etc.
Use travel destination of above prompts to have students interview each other about
a vacation they are planning.
This
variation emphasizes the future-time meaning of the progressive aspect. Remind students to
imagine themselves standing in tomorrow with you, speaking as if it the events were happening
today. The closer the future is the easier it is to jump into using the present progressive.
As a follow up activity, students could write a post card to an actual friend or family member.
The writing would be draft-corrected, if and only if students prefer it. Elicit student input.
Teacher would really mail it.
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PSU M A TESL APL NG 484 El izabeth F ir st Activiti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
TheBer l in FootChase The Bour ne Supr emacy
Oh no ! The poli ce ar e comi ng.
They are getting closer . He i s listening by the door. Whoa! H e is jumpi ng out the wi ndow! Now,
a dog i s bar ki ng at hi m Now what s happening?
What i s happening? Where is this taking
place? H ow do you know?
Smil
Chapl in
Tom & Jer ry
K ung Fu Panda
The U lti mate Challenge
The Bour ne Supr emacy Ber li n Foot Chase
Chapl in Smil
Activity #7: M ovie Clip N ow what s happening!?
M ater ials:
Procedure:
V ariations:
Comments:
Sources:
The Bourne Supremacy
Ideally use a movie clip or trailer that does not have dialogue. Alternatively, if it has
dialogue, the sound may be turned off. As an example use the referenced clipfrom the action movie . Note actions are somewhat repetitive,
which gives the students time to process and record their observations.
Have students imagine that they are talking to their friends on the phone and telling
them what is happening in the movie that they are watching. Give a brief example and provide a
few exclamations and transition words for emphasis. Speaker A:
. Silence. Speaker B:
Have students watch the clip. After have them write down what they can remember was
happening. Watch the clip again and a llow them to modify or elaborate their observations. Have
the students share and collaborate their observations. Watch the clip again to c larify any
disagreements they may have. Discuss as a class:
1.) Use a movie trailer without dialogue. Example is the referenced trailer from the movie
with Robert Downey Jr. This trailer shows a wide variety of actions with many
people involved. Students may be imaginative about what is happening. Alternatively, use aclip from original silent movies or slapstick comedy, though the action tends to be fast and
not easy to follow.
2.) Use a cartoon, such as , which has sound effects but no dialogue. Alternatively,
use a clip from a more current animation like . First, students exercise their
creativity by listening to the sound effects and writing about what they think is happening.
Second, they watch the clip and write about what is happening. It is important to emphasize
the two are not necessarily intended to agree.
3.) Use a clip of a reality TV show with the sound turned off, such as , to
appeal to students interest.
Activity easily ties into a unit theme through movie subject selection.
: video clip by thecarchase on You Tube
http://www.youtube.com/watch?v=E586mYraTUs&feature=email
with Robert Downy Jr. video trailer by kirsty2006dodgs on You Tube
http://www.youtube.com/watch?v=QctcK-mWyyk&feature=email
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PSU M A TESL APL NG 484 El izabeth F ir st Activiti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
i s happeningtoday, thi s week, thi s
month
The oi l spi ll i s r eachi ng the coast of L oui siana today. I t
i s damaging the wildl i fe. They ar e rescuing bi rds. I n this pictur e they ar e gi ving the bi r ds
medicine.
Activity #8: Current Events W hat s happen in g in the wor ld ?
M ater ials:
Procedure:
V ariations:
Sources:
Large poster board. Ensure that students have access to either magazines,
newspapers, or the internet.
As homework, assign students to bring in one or more photos featuring a current
event that interests them. Have each student post the photo on a poster board, creating a current
event collage, and share three sentences minimum about what
.
Example: The BP Gulf Coast Oil Spill
Lead the descriptions of the event to some discussion between the simple and
progressive aspect. (See attached example photos of the oil spill.)
1.) Provide several magazines and/or newspapers and use as an in class activity only.
2.) Create a class blog and have students post photos and three sentences minimum on a weekly
basis. Ask students to emphasize or highlight different grammatical features as the course
progresses. Postings may be used as a point of take-off for a specific grammar lesson.
Student-produced sentences may be used as illustrative examples. Class discussion of what
students have observed may facilitate student engagement, particularly in that the subject and
the discovery are student-initiated.
Example photos were downloaded from the CNN website: news.blogs.cnn.com.
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PSU M A TESL APL NG 484 El izabeth F ir st Activiti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
BP Gulf Coast Oil Spill (photos from CNN website news.blogs.cnn.com)
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PSU M A TESL APL NG 484 El izabeth F ir st Activiti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
First , I am getti ng upver y ear lytomorrow. Then, I am going to class. Next, I am
meeti ng the Pr esi dent for lunch . etc
fi r st, second, last, fi nally, next, then, afterwar ds
What are theydoing tomorr ow
Oh! I m sorr y, butI am I can t because I am Gees,
I m really busy tomorr ow. I am I d l i ke to, butI am
Oh! I cant because I am washi ng myhai r tomorr ow. All day? Yes, I am washing my hair all day!
I am holding an extr a class on Saturday to practi ce wr iti ng essays. Are you
planning t o attend?
A ctivity #9: Excuses! E xcuses!
Procedure:
V ari ations:
Comments:
Excuses are a fun way to introduce the future-time sense of the present progressive with planned
events! Ask students to stand in the future and imagine what they are doing in each time of the
day. Model:
. To help students list their plans, introduce or review
sequential conjunctive adverbials, such as: . Ask
students: ? Have students jot down their schedules. Share the
schedules as a c lass.
Introduce or review excuse language
Model: A friend asked me to go on a
blind date with her co-worker on Friday night. I might say,Why is this funny? Because the
present progressive is used for temporary or limited duration, so it is an exaggeration or funny
because we know it does not take all day to wash our hair. It is clearly an EXCUSE! My friend
will know I do not want to go!
Tell the students:
Go around the room in a circle. If the student makes a grammatically correct
excuse they are safe, if they do not they have to go to class on Saturday (or stand in the front of
the room). The remaining students continue giving excuses until only one student remains. That
student is excused! Alternatively, have the student on the right whisper or pass a written excuse
to their neighbor, who then must transform the auxiliary to third person in order to report the
excuse to the teacher. Vary the dreaded outcome for effect.
Alternatively, create contrasting roles for students, where one student anticipates his
friends excuses and the other student makes the excuses. After writing them down separately,
they compare if they had any of the same excuses. Prompt A: You are moving tomorrow and
you want help! But your friend tells you that they are very busy what do you think they are
going to say that they are doing? Prompt B: Your friend asks you to help him move tomorrow,
but you really just want to relax. What will you tell him? (Other conflicts can be created
similarly. For example, our parents want you to come home for the summer, but you prefer not to
go. What will you tell them?) Similar to the structure of writing activity #6.
This activity can be a warm-up to more extensive activities using the future-time
sense of the present progressive. See activity #10.
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PSU M A TESL APL NG 484 El izabeth FirstActiviti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
9.3 Fi ndi ng a ti me to meet
9.3 Fi nding a ti me to meet
What i s he doing at 2 pm 9.2 D iar i es
.
9.2 Di aries, 9.3Fi nding a ti me to meet
Gr ammar practi ce activit i es: A practical
guide for teachers
A ctivity #10: Scheduling futur e planned events F in ding a t im e to m eet
M aterials:
Procedure:
V ariation:
Comment:
Sources:
Copies of two different schedules for a week. Copies of a blank schedule. (See boxes
26, 27a, and 27b attached, excerpted from .)
Refer to excerpt attached for procedure.
As an introduction to using the present progressive for future planned events, report
what Mickeys plans are tomorrow. ? Refer to , not
attached here
Note that these activities are easily adaptable to focus on the difference between the
use of the simple aspect with habitual actions and the use of the progressive aspect with actions
in progress. See also activity #11. Also might consider creating schedules that were humorous to
liven up a useful, but slightly dry activity.
The activities and associated materials were excerpted
from the following book:
Ur, P. (1988). Future tenses. In Scott Thornbury (Ed),
(pp. 95-105). Cambridge, UK: Cambridge University Press.
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PSU M A TESL APL NG 484 El izabeth F ir st Activiti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
to mor r ow, next week, next month, lat er,
etc.
The grammar
book: An ESL/EFL teacher s course (p.130)
A ctivity #11: Calendars and T ime Adverbials
M aterials:
Procedure:
Comment:
Sources:
Prepared narration of a persons schedule. See example below. Copies of a blank
calendar.
excerpted from p. 130 (Celce-Murcia, Larsen-Freeman).
I am not focusing on the present perfect tense is this activity series. Though it would
be possible to include future-time adverbials, such as:
to express future planned events. See also activity #10.
Activity was excerpted from the following book:
Celce-Murcia, M., Larsen-Freeman, D. (1999). The tense and aspect system. In
, 2nd ed. Boston: Heinle & Heinle.
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PSU M A TESL APL NG 484 El izabeth F ir st Activiti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
Total English
today,
usually, al ways
Total English
Activity #12: Gap Filling
M aterials:
Procedure:
Sources:
Copies of handout . (See handout attached.)
The handout provides the base verb. Students decide to use either the simple present or the
present progressive. This activity illustrates the difference between the simple and progressive
aspects, contrasting habitual actions to temporary actions or actions in progress. Have students
underline key words in the sentences that help them to decide with aspect to use, such as
, etc. Review and discuss answers in small groups and as a class.
handout excerpted from website www.eslflow.com. Handout copyrighted2006 by Pearson Education, www.longman.com/totalenglish/.
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Copyright 2006 Pearson Education.All rights reserved.www.longman.com/totalenglish/
Present Simple or Continuous?
Choose the correct alternative( s) in t he sent ences 1- 8 below.
1 Today she / t im e w it h her grandm other.
2 They usually / to the gym on Sundays.
3 We / a barbecue l ater on. Do you want t o come?
4 No, she cant answer the phone, she / having a shower.
5 I always / a coffee before I / for work in
the morning.
6 They sometim es / t o Sweden, but usually t hey
/ by boat .
7 Where are you? I / outside in the sunshine!
8 He always / a m onolingual dict ionary to his English
class.
Look at everyone and every thing in your English class. Writ e four
sentences to describe anything t hat is happening now u sing the pr esent
continuous. The sentences can be about t he students/ t heir personalit ies/the activities youre doing/wh at someone is wearing, saying or doing.
1 ____________________
2 ____________________
3 ____________________
4 ____________________
Write four sentences to describe anyth ing that usually or som etimes
happens in the class using the present simple.
1 ____________________
2 ____________________
3 ____________________
4 ____________________
s spending spends
are going go
re having hav e
has is
have am having m leaving leave
fly are fly ing are
going go
m sitting sit
brings is bringing
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Copyright 2006 Pearson Education.All rights reserved.www.longman.com/totalenglish/
Present Simple or Continuous?
TEACHERS NOTES:
Aim:
Time:
Materials:
Answers:
Sample answers:
Sample answers:
to consolidate the use of Present Simple and Present Continuous. This
work sheet is designed to be used in conj unction with unit 1.3 .
40 minutes m aximum
photocopies of the worksheet for each student.
1 shes spending 2 go 3 Were having 4 shes having
5 have 6 f ly/go 7 I m sitt ing 8 brings
Encourage students t o observ e what is happening around th em by asking
them to describe what people are doing etc. Go around the class
m onitoring car efully to m ake sure students are w riting full sentences and
correct if necessary. Elicit answers from various students and use these
to help students think about now, what is happening and maybe w hat
usually happens and the related tenses.
Mina is using her dictionary. Jane is writing in her
book. Our teacher is helping us. Some of the student s are talking inEnglish. Tom is wearing a pullover because its cold.
a continuation of Ex. 2 - getting students to think about now, what
is happening and m aybe what usually happens. Ask students t o compare
their sentences and to correct each others if necessary.
Our teacher always speaks in English. We usually
do a speaking and a listening activity. We usually use the course book.
Som etime w e use the computers.
Tell students they h ave to choose the correct opt ion. I f necessary do t he first one
with them as an example.
This is
Get feedback from
various students.
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W hat am I D oing
S ituations
This activity can be used as a pre-reading activity for Lesson 9, The activity is basedon page 101 of
help us to express ourselves through actions.an Actor (Student A) and an Audience (Students B, C, D, E, F).
one situation (below). . the actions without speaking.
the actor. what the actor is doing.
(Student B): another situation, etc.
1. You are washing clothes.
2. The telephone rings.
3. Dry your hands.
4. Answer the phone.
5. Write down the message.
1. You are standing at the gas range.
2. You ha ve a frying pan.
3. Break an egg on the rim of the pan.
4. Pour the egg into the pan.
5. Toss the e gg to turn it over.
1. You have a loaf of bread.2. Cut two slices.
3. Put them in the toaster.
4. Take the toast out of the toaster.
5. Eat the toast.
1. You are pouring milk into a glass.2. Some milk spills on the floor.
3. Get a cloth.
4. Clean up the milk.
5. Drink the milk from the glass.
1. Get onto a bus.
2. There are no empty seats.
3. Hold onto the hand strap.
4. The bus stops suddenly.
5. Someone gets off.
6. Sit down.
1. You are shopping.
2. You see a n ice coat.
3. Try it on.
4. Look in the mirror.
5. Pay for the coat.
6. Take it out of the shop.
1. You are cleaning the table.
2. You knock over a vase.
3. It lands on your foot.
4. The vase breaks.
5. Clean it up.
1. You are watching a tennis match.
2. Watch the ball going to and fro.
3. Cheer for the winner.
4. It starts to rain.
5. Put up your umbrella.
1. Get onto a train.
2. Walk down the aisle.
3. Look at the seat numbers.
4. Find your seat.
5. Put your luggage on the rack.
6. Sit down and read a book.
1. Arrive at the dentists clinic.
2. Sit down and read a magazine.
3. Go to the dentists chair.
4. Sit down and open your mouth.
5. Oh dear! That hurts!
6. Hold your mouth.
H igh School Engli sh.Its U p to You.
W ho?
What?
How?
Gr oups of four to six people
This is a miming activity. M imesWe need
Actor: Choose Stand up D o
Audience: Watch Guess
N ew Actor C hoose
A: W ashing B: Cooking
C : M aki ng Toast D : Dr ink ing M i lk
E: On the Bus F: Shopping
G : C leaning H : W atching Tennis
I : O n the Tr ain J: A t the D ent ist s
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PSU M A TESL APL NG 484 El izabeth F ir st Activiti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
Bour ne Supr emacy The poli ce
don t see hi m? The poli ce ar e not seei ng him? H e hear s their footsteps? H e is heari ng thei r
footsteps?
The teacher s guid e of Eng li sh: a cour se book andreference guide
A ctivity #14: Stative verbs in the Present - I don t see wh at you ar e seeing!
M aterials:
Procedure:
V ariations/extensions
Sources:
Copies of blank stative verb chart. (See final version of filled in chart attached.)
Provide a word bank of the stative verbs at the bottom of a blank chart with only the
category headings provided. Direct the students to put the verbs into categories as best they can.
Draw the chart on the blackboard. Fill in the chart as a class by asking the students to provide the
verb category and an example sentence using the verb. Discuss the overall meaning of stative
verbs, as verbs which represent no change or a stable state. Discuss the use ofthe simple vs.
progressive aspect with respect to stative verbs. Ask students if they agree. Finally, try a
processing instruction activity in which the students respond to sentences that you give them
orally with [okay or not okay].(Cowan) Identify with asterisks the verbs which have more than
one meaning and may be used in both the simple and progressive aspects.
:
1.) Create handout as an extension of activity #7 the movie clip.
Elicit student decision.
2.) Create short written first-person narratives that have stative verbs used correctly and
incorrectly. (Cowan) More advanced students may determine the errors by listening to the
text as it is read. Intermediate students may prefer to study the text, underlining the errors.
Variation activity #2 referenced from activity 3 in the following textbook:
Cowan, R. (2008). Tense and aspect.(p. 386). New York, NY: Cambridge University Press.
The table of stative verbs attached was excerpted from the following textbook:
Firsten, R. (2002). The presents. The ELT grammar book: A teacher -friendly reference guide
(p.33). Burlingame,CA: Alta Book Center Publishers.
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PSU M A TESL APL NG 484 El izabeth F ir st Activiti es: Fo cus Pr esent Pr ogressive M ay 4, 2010
I t is sunny/cloudy/wi ndy/foggy I t i s 75 F I t i s r ai ni ng/ snowi ng/
sl eet i ng / h ai l i ng T he wi n d i s bl ow i ng . T he sun i s shi ni n g. I t i s cl ou di n g o ver . A
hurri cane i s hitt ing Right now . all the ti m I t i s hai ly? I t
hai ls? I t i s hai ling? I t i s cloudy? I t clouds? I t i s clouding?
is
r aining r ight now
in this moment al l of the t ime
often/a lot
wi l l be goi ng to
The teacher s gui de of Eng lish: a cour se book and
reference guide
Activity #15: W eather R eport : W hats it doing outside?
M ater ials:
Procedure:
V ariations
Sources:
Access to the internet. Make copies of a forecast for both today and for the next 15
days in several locations. (See attached forecasts as an example in Guatemala.) If the classroom
does not have access to the internet, the teacher may make a transparency of a sample forecast
for use on the overhead projector or refer to a newspaper.
Go to a weather website online. Ask students to name their home city. Look up the
international (or national) forecast. Discuss the weather, emphasizing the difference between
simple present with use of stative verbs and the present progressive with use of active verbs.
Consider and compare: . . Versus.
. Versus.
. Elicit students thoughts on: vs ?
or Similarly,
Have students work in pairs or small groups. Give each group a forecast from a differentlocation. Ask them to determine:
1.) How is the weather right now? At 3pm?
2.) Tonight? Tomorrow?
3.) The next 15 days?
4.) What do they forecast for the future? Does it rain in Guatemala often/a lot/all of the time? Or it
today/this week/this month? (Explore that can mean a larger amount of time
than because it is still a specific amount, rather than general or non-
specific )
5.) What do you think the people are doing in Guatemala right now in this weather?
6.) How does it compare to the weather here?
7.) What else did you notice about the weather forecast?
Have the students report the weather from their city either by changing groups or by reporting to
the class.
:
1.) Activity is easily adaptable to practice future prediction with and .
2.) Have the students listen and watch video segments of todays local weather forecast as a
listening activity and use the above exercise as a post-listening activity.
3.) In classrooms where many students have computers, students could work to fill out a class
world weather chart. Have them lookup the weather for various locations online and thenreport to the teacher to fill in the chart.
Weather reports are from www.accuweather.com. Activity was adapted from activity 2
in the following textbook:
Cowan, R. (2008). Tense and Aspect.
(p. 385). New York, NY: Cambridge University Press.
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Complete GUATEMALA, GUATEMALA Hourly Forecast
Days 1-5 Days 6-10 Days 10-15 Weekends All 15 Days
66FRealFeel
59F
Currently At 9:35PM
Mostly Cloudy
Tomorrow
High: 72F
RealFeel: 79F
Tonight
Low: 60F
RealFeel: 61F
AccuWeather.com Quick Look
11pm
63F
T-Storms
1am
62F
Fog
3am
62F
T-Storms
5am
61F
T-Storms
7am
63F
MostlyCloudy
9am
67F
T-Storms
Hour-by-Hour Weather
Winds: S
at 7mph
Humidity: 93%
Dew Point: 64 F
Pressure: 30.18 in
Visibility: 10 Miles
Sunrise: 5:39 AMSunset: 6:19 PM
Page 1 of 1AccuWeather.com - Guatemala, GUATEMALA - Weather Forecast - Loca...
5/1/2010http://www.accuweather.com/world-index-forecast.asp?partner=accuweather...
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Days 1-5 Days 6-10 Days 11-15 Weekends All 15 Days
AccuWeather.com Forecast: 15-Day Overview
Saturday, May 1
Low: 6 0 FHigh: 75 F
Sunday, May 2
Low: 59 FHigh: 72 F
Monday, May 3
Low: 59 FHigh: 73 F
Tuesday, May 4
Low: 58 FHigh: 73 F
Wednesday, May 5
Low: 57 FHigh: 72 F
Thursday, May 6
Low: 59 FHigh: 72 F
Friday, May 7
Low: 57 FHigh: 72 F
Saturday, May 8
Low: 5 8 FHigh: 74 F
Sunday, May 9
Low: 56 FHigh: 74 F
Monday, May 10
Low: 5 6 FHigh: 75 F
Tuesday, May 11
Low: 58 FHigh: 76 F
Wednesday, May 12
Low: 5 9 FHigh: 76 F
Thursday, May 13
Low: 5 7 FHigh: 74 F
Friday, May 14
Low: 5 8 FHigh: 76 F
Saturday, May 15
Low: 58 FHigh: 77 F
More Details/AccuPop
Cloudy, a couple of t-storms
More Details
Rain and a thunderstorm
More Details
A couple of thunderstorms
More Details
A couple of p.m. t-storms
More Details
A stray afternoon shower
More Details
A stray afternoon shower
More Details
A stray afternoon shower
More Details
Mostly sunny and delightful
More Details
Sun and some clouds
More Details
Variably cloudy with t-
storms
More Details
An afternoon thunderstorm
More Details
A t-shower in the afternoon
More Details
Cloudy, a couple of t-storms
More Details
Cloudy, a couple of t-storms
More Details
An afternoon thundershower
Page 1 of 1AccuWeather.com - Guatemala, GUATEMALA - 15 Day Weather Forecas...