Teacher Support Programme

Language Analysis Form

Book & Level

Summer Camp 1/ Lucky Number/ Secondary 1 A

Language focus:

Present continuous for describing pictures

Context for presentation:

Lucky Number Story-telling

Lesson approach:

Test Teach Test

Example Sentence(s);
including key phonological
features
Charlie is shining shoes.
/tr.liza.n uz/

Meaning
We can see Charlie in the
picture now.
Charlie is busy with his work.
He is shining shoes now!

How is meaning clarified / checked?

(Concept checking questions and answers,
timelines)
Positive
Can you see Charlie now? Y
Subj + am, is, are+ ving Is he busy now? (Y)
What is he doing? ( He is shining shoes)
Has he stopped shining shoes yet? N
Form(s)

Hes shining shoes.

/hiz/
Charlie isnt drinking coffee.
/tr.li z nt dr.k kf.i /

We can see Charlie now in

the picture. He is busy. He is
working. He isnt drinking
coffee.

Negative
Subj+ am , is, are
(not) + ving

He isnt shining shoes.

Is Charlie shining shoes?
/t/

//

We want to ask about Charlie

and whether or not he is
working now.

Interrogative
Am, is, are+ subj+
ving?

//

The United Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

How is the language practiced?

Controlled Practice Activities:

Describe actions in a picture using the present continuous tense.

Freer Practice Activities:

Students use their own smart phone and pick 2 or 3 personal photos and describe them to each other.

Anticipated problems learners may have with meaning / use,

phonology and / or form (add extra rows as necessary)
Students might drop verb to be before the gerund or write the
infinitive form of the verb after verb to be.

Suggested solutions for these

Ill highlight the form of the tense.

Ill briefly discuss the difference between action and stative

verbs after the break. Ill also prepare a set of activities to be
handled in a following class.
Ill highlight the key phonological features and the form of the
tense will help them be aware of the unstressed words.
Ill also drill and raise the students awareness of sentence
stress patterns.
Im going to start my lesson with a refresher to remind them
with the use of the present simple tense to talk about daily
routine.
Then, Im going to use a timeline and CCQs to stress we use
the present continuous when we talk about now.
In the freer practice, Ill give the language needed to process
the activity highlighting the use of the past simple vs. the
present continuous form.

Students might use the present continuous with stative verbs.

Students might have a problem hearing the subject or verb to be and
hence dropping them.

Students might confuse the meaning of the continuous form with the
narrative past or the simple present.

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