CEFR B2 · 60 minutes · Teenagers and adults
Procedure: Present Continuous with Always, step by step
Warm-up5 minutes · Pairs, then whole class
Aim: To introduce the topic of annoying habits and engage students personally.
Say: "Think about people on buses, in class, at home or online. What habits annoy you?" Give one example: "People who talk loudly on the phone on the bus."
Students list three annoying habits with a partner (2 minutes).
Take ideas from the class and board key words only (phone, late, borrow, noise).
Presentation20 minutes · Individual, pairs, whole class
Aim: To present the target language in context and clarify meaning, form and pronunciation.
Part A: Reading (6 minutes)
Give out Handout 1. Say: "Read the blog. How does the writer feel about her flatmate? Is she being fair? Three minutes."
Pairs discuss. Elicit that she is annoyed but also funny and kind.
Students answer the three questions under the blog. Check as a class.
Part B: Noticing (4 minutes)
Say: "Underline every present form in the blog." Pairs compare. Elicit examples and write them in groups on the board: always + -ing; getting + comparative; being + adjective; verbs like have, see, taste.
Part C: Clarification (10 minutes)
always + continuous. Write She's always borrowing my charger! and She always leaves the lights on. Ask the CCQs from the Language analysis. Elicit that the first shows annoyance. Board the word order: be + always + verb-ing.
Gradual change. Write Our bill is getting higher and higher. Ask: "Is it changing? Is it finished?"
Stative / dynamic. Board pairs: I see what you mean / I'm seeing the doctor; She has a cat / She's having a difficult time; This curry tastes strange / The chef is tasting the curry. Students explain the difference to a partner.
being + adjective. I'm being patient. You're being very quiet today. CCQ: "Are you usually quiet?" (No.)
Timetables. Board The concert starts at 7.30. Ask: "Present or future? Why present simple?" (A fixed timetable.)
Pronunciation. Model the irritated intonation: He's ALways leaving the lights on! Students repeat chorally, then say it with different feelings (annoyed, amused).
Controlled practice10 minutes · Individual, then pairs, then whole class
Aim: To practise the forms accurately.
Give out Handout 2. Say: "Read the reference box. Then do Exercise A: choose the best form. Four minutes."
Pairs check. Then students do Exercise B (rewrite neutral sentences as complaints).
Check both exercises as a class.
Fast finishers do Handout 3 (further practice); otherwise set it as part of the homework.
Freer practice18 minutes · Pairs, then whole class
Aim: To use the language fluently and appropriately in a polite complaint role-play.
Give out Handout 4. Teach the complaint language on the right of the board and drill two phrases.
Say: "You are flatmates. Student A has a problem with Student B's habits. Make a polite but honest complaint. Student B, respond, explain and suggest a change. Use at least three phrases from the board."
ICQs: "Are you angry or polite?" (Polite but honest.) "Who suggests a change?" (Student B.)
Students read their cards and prepare for 2 minutes.
Role-play 1 (4 minutes). Monitor and note language use.
Students swap roles and use Scenario 2 (4 minutes).
Two or three pairs perform for the class. The class listens and notes: How many examples of always + continuous? Was the complaint polite?
Feedback and wrap-up7 minutes · Whole class
Aim: To give feedback and consolidate.
Board four sentences heard during the role-plays. Students identify and correct errors.
Board one or two very natural complaints and praise them.
Ask: "Which phrase from today will you use outside class?"
Set the homework.
Homework Complete Handout 3. Then write a humorous blog post (150 words) about someone's annoying habits. Use always + continuous at least three times, getting + comparative once and one stative/dynamic pair.
PPP (presentation, practice, production). Stage times add up to 60 minutes.