Grammar Based Approach Present Tense Continuous Introduction I chose the grammar-based approach because at first sight it may

y seem challenging as young learners are not usually keen on grammar related topics. One may argue that grammar does not provide a lot of motivation or that it hinders students creativity but if the teachers add the fun element the goal can be easily achieved. The main problem would be that some students may not be able to produce the language at the end of the lesson. Therefore, more controlled and free practice may be required. First of all, it is of highly importance to teach grammar in context and be sure you make this memorable. Then, focus on meaning, form, pronunciation and practice. In order to introduce Present Tense Continuous to fourth/fifth graders the teacher can bring in the classroom a pair of big headphones, sit on a cushion and hum a silly song, goofing around and pretending this is the song he/she is listening on the headphones. After a few seconds the teacher asks: What am I doing? Young learners do not usually use the right tense but the teacher should not expect them to do so at this stage of the lesson. What he/she can do is to reformulate students answer using the corrected version. After that, the teacher focuses on meaning, checking students understanding. To begin with, the teacher explains that Present Tense Continuous is used to express actions happening now, at the moment of speaking. Then, he/she elicits answers to concept questions like: When am I listening to music? (Answer: Now) Do I do this every day? (Answer: Maybe). When presenting the form, the teacher focuses on affirmative, interrogative, negative sentences and spelling rules, making use of pictures illustrating a piece of cheese and a mouse. The cheese represents the auxiliary TO BE, the mouse is the MAIN VERB and the tail of the mouse is the ING. Affirmative SUBJECT + TO BE (am, are, is) + VB ing Negative SUBJECT + TO BE (am, are, is) + NOT + VB ing (m not, arent, isnt) Interrogative TO BE (am, are, is) + SUBJECT+ VB ing Spelling rules: run-running; get-getting, dance-dancing, lie-lying

In terms of pronunciation, the teacher tells the students to use the short forms of the auxiliary verb be as this is more natural in spoken English. In order to practise the tense the teacher can set-up a speaking activity demonstrating first. students make a circle the teacher asks the 1st player: What are you doing? The student gives an answer but mimes a different action: Im listening to music (mimes reading a book). the 1st player asks the classmate sitting next to him/her: What are you doing? The 2nd player answers: Im reading a book (mimes eating). Then, he/she asks the classmate sitting next to him/her: What are you doing? etc. Repeat the procedure with all the students.

Young learners hardly feel they are learning grammar as this approach involves a fun lead-in, picture and game that cater for both visual and kinaesthetic learners. This approach can be used for different levels if the teacher points out more meanings of the tense (temporary situations, way of expressing future), gives details about the spelling rules, includes writing activities or compares tenses. Teaching meaning, form and pronunciation is a common procedure therefore, I will use it again to teach any grammar topics.