…texts more than they call"Do you text or call more?"
Name: ____________
Teacher Lesson Plan · CEFR A2 · Unit 6
Technology & Communication
A complete two-session A2 lesson built around the present continuous (what's happening now) versus the present simple (habits) — so students can describe how they communicate, with audio scripts, games, and answer keys.
Lesson Objectives
Can-Do Statements
By the end of this lesson, students will be able to:
- Talk about technology and communication using everyday device and app vocabulary.
- Describe what is happening now with the present continuous (She's texting; they're calling).
- Contrast now and usually — present continuous vs present simple (I'm watching a video / I usually watch videos).
- Form the -ing correctly, including spelling changes (chat → chatting, message → messaging).
- Ask and answer "What are you doing?" and "What do you do…?"
- Write a short description of a favorite app and how they use it.
Target Language
Vocabulary & Phrases
Vocabulary — Technology
Devices & Actions
- smartphone · laptop · tablet · headphones · charger
- text / send a message · call · video call
- post · share · scroll · like · comment
- download · upload · log in · charge the phone
- an app · social media · a notification · Wi-Fi
- online · offline · the screen · a password
Useful Phrases
Talking About Communication
- What are you doing? — I'm texting a friend.
- I use… to… / I prefer texting because…
- My favorite app is… because…
- I stay in touch with…
- It's easy / fast / free to…
- Can you hear me? / You're breaking up.
Grammar Focus
The Engine of the Lesson
The contrast that lets A2 students describe both habits and the present moment.
1. Present Continuous — Happening Now
Use am / is / are + verb-ing for actions happening right now or around now.
I am texting my friend. · She is calling her mom. · They are watching a video.
Questions & negatives:
| question | What are you doing? — I'm studying. |
| negative | He isn't using his phone right now. |
Spelling of -ing: chat → chatting, message → messaging, scroll → scrolling.
2. Present Simple vs Present Continuous
| present simple (habit) | I check my phone every morning. (usually) |
| present continuous (now) | I 'm checking my phone now. (at this moment) |
Time signals:
| simple | every day, usually, often, always, on weekends |
| continuous | now, right now, at the moment, look!, listen! |
3. Questions
What do you do in the evening? (habit) · What are you doing right now? (this moment)
These two questions confuse A2 learners constantly — drilling them side by side is the heart of the lesson.
Before You Start
Materials Needed
Whiteboard and markers · Flashcards or images of devices and actions · Optional: pictures of people "in the middle of" an action for the continuous · The student workbook (digital, opens on any phone or laptop) · Audio files made from the scripts below. No printing required — the student workbook is self-grading and mobile-friendly.
Step-by-Step Procedure
Timed Lesson Stages
Each stage lists timing, teacher instructions, and the interaction pattern.
Session 1 — Vocabulary, Grammar & Speaking (45 min)
5 min
1. Warm-Up — How Do You Communicate?
Ask: "How did you talk to a friend yesterday — text, call, or app?" Collect methods on the board. Ask who is holding a phone right now to seed the present continuous.
Interaction: Teacher → whole class.
10 min
2. Vocabulary — Devices & Actions
Present device and action vocabulary with images. Drill pronunciation. Mime an action (scrolling, typing) and elicit "You're scrolling!" to introduce the form naturally.
Interaction: Teacher → class.
12 min
3. Grammar — Now vs Usually
Guided discovery: write "Every day I check my phone" and "Look! I'm checking my phone now." Ask which is a habit and which is happening now. Build the present continuous form, then contrast the time signals.
- Concept check: "Is it now or every day? Which words tell us?"
- Controlled drill: students convert "she / text" into both "She texts every day" and "She's texting now."
Interaction: Guided discovery → class.
13 min
4. Speaking — "Find Someone Who" Mingle
The centerpiece speaking activity. Give each student the Find Someone Who grid (in the Mingle & Games section below, also built into the student workbook with a shuffle button).
- Students mingle and ask: "Do you usually…?", "How often do you…?"
- Rule: a full question and one follow-up before writing a name.
- Report back: "Petra usually video calls her family. She's posting a photo right now!"
Interaction: Whole-class mingle → reporting back.
5 min
5. Wrap-Up
Volunteers describe what a classmate is doing right now using the present continuous. Note any errors to revisit in Session 2.
Session 2 — Reading, Listening & Writing (45 min)
5 min
1. Review Game — Mime It Now
A student mimes a phone action (taking a selfie, scrolling, video calling). The class guesses with the present continuous: "You're taking a selfie!" Fast recall of vocabulary and the new form.
Interaction: Whole class.
10 min
2. Reading — "Always Connected"
Students open the Student Workbook and read the text. They answer the comprehension and multiple-choice questions, which grade instantly.
- First read for gist: "Is Anna online a lot?" Then read for detail.
- Pairs find the present-simple and present-continuous verbs.
Interaction: Individual → pairs.
10 min
3. Listening — A Quick Call
Play Audio 2 (script below). Students complete the fill-in-the-blank and multiple-choice listening task in the workbook. Play twice.
Interaction: Individual → class check.
15 min
4. Writing — My Favorite App
Students complete the workbook's grammar, word-order, and sequencing tasks, then write their own paragraph.
Model: "My favorite app is a chat app. I use it every day to text my friends and send photos. Right now, I'm sending a message to my best friend. I like it because it's free and fast. I usually make video calls on weekends. It helps me stay in touch with my family."
- Target: an app, what they usually do (present simple), what they're doing now (present continuous), and why they like it.
- Students self-check against the writing checklist in the workbook.
Interaction: Individual.
5 min
5. Share, Score & Reflect
Students read their paragraph to a partner, who asks one follow-up question. Then they tap Show My Score in the workbook and show you the result on their phone.
Classroom Activities
Mingle & Game Bank
Ready-to-run speaking activities to keep all 90 minutes active and student-centered. The same mingle is built into the student workbook with a shuffle button.
"Find Someone Who…" Mingle Grid
Students walk around and ask technology questions to find one classmate for each square.
…video calls family every week"How often do you video call?"
Name: ____________
…is holding a phone right now"What are you doing on your phone?"
Name: ____________
…uses headphones every day"Do you use headphones a lot?"
Name: ____________
…doesn't use social media much"How much do you use social media?"
Name: ____________
…has a favorite app"What's your favorite app?"
Name: ____________
…charges their phone at night"When do you charge your phone?"
Name: ____________
…plays games online"Do you play games online?"
Name: ____________
…learns English on an app"Do you use an app to learn?"
Name: ____________
More Activities
7 min · whole class
Now or Usually?
Call out a sentence with a time signal ("Right now…" / "Every day…"). Students must finish it with the correct tense and a true idea. Or: you say the verb, point to "NOW" or "USUALLY" on the board, and students make the matching sentence. Drills the core contrast fast.
8 min · pairs
Phone Call Roleplay
Pairs sit back-to-back and "call" each other. They must ask "What are you doing?" and describe an action in the present continuous ("I'm cooking dinner"). Add problems: "You're breaking up!" Authentic, fun continuous practice.
8 min · groups
Mime & Freeze
Music plays; students mime a tech action. When it stops, they freeze and the group describes each person: "He's taking a photo. She's scrolling." Great for the present continuous with he/she.
7 min · whole class
App Pitch
In 30 seconds, each student "sells" their favorite app: what it does, why it's great, how they use it. Classmates vote for the best pitch. Builds fluency, present simple, and confidence.
Listening Resources
Audio & Transcripts
Tap a transcript to open it. Add your recording in the player, and use the same file in the student workbook's Listening task.
Audio 1Always Connected (model)+
Narrator: Listen to Anna talk about technology in her day.
Anna: I use my smartphone all the time. Every morning, I check my messages and read the news. Right now, I'm sitting on the bus, and I'm video calling my grandmother in Spain. She doesn't use social media, but she loves video calls. In the evening, I usually do my homework on my laptop. I think technology makes life easier, but I try not to look at my phone too much.
How to use: Play once with books closed and ask: "What is Anna doing right now?" Play again to separate her habits (present simple) from what's happening now (present continuous). A clear, natural pace works best.
Audio 2A Quick Call (listening task)+
Ben: Hi Lucy! What are you doing?
Lucy: Hi Ben! I'm studying for my English test. What about you?
Ben: I'm watching a video on my phone. Are you using the new chat app?
Lucy: Yes! I use it every day to text my friends.
Ben: Me too. I usually call my parents with it on weekends.
Lucy: It's great because it's free.
Ben: I agree. Talk later — I'm charging my phone now, it's almost dead!
How to use: This is the source audio for the workbook's Listening task. It mixes "now" actions (studying, watching, charging) with habits (use it every day, call on weekends) — perfect for the tense contrast. Play for gist first, then for detail.
Audio 3Pronunciation — the -ing ending (optional)+
Listen-and-repeat drill for the present continuous. Pause after each line.
texting — calling — scrolling — charging — chatting
I'm texting. — She's calling. — They're watching a video.
What are you doing? — I'm studying right now.
How to use: Drill the contractions (I'm, she's, they're) and the soft -ing /ŋ/. A2 students often drop the auxiliary ("I texting") — the contraction practice fixes this. Two minutes builds accuracy and natural rhythm.
Answer Keys
Workbook Answers
These match the self-grading student workbook. The workbook grades automatically; keys are here for your reference and board correction.
Reading — Comprehension ("Always Connected")
- What device does Anna have? — a smartphone
- Who is Anna video calling right now? — her grandmother
- What does Anna use in the evening for homework? — her laptop
Reading — Multiple Choice
- Right now, Anna is… — b) video calling her grandmother
- Anna's grandmother… — c) loves video calls
Listening — Fill in the Blank (Audio 2)
- Lucy is studying for her English test.
- Ben is watching a video on his phone.
- Ben usually calls his parents on weekends.
Listening — Multiple Choice (Audio 2)
- What is Lucy doing now? — b) studying
- Why does Lucy like the app? — c) it's free
Grammar — Present Continuous / Simple
- Right now, I am watching / 'm watching a video. (watch)
- Look! He is calling / 's calling his mom. (call)
- They are chatting / 're chatting online now. (chat)
- She usually checks her phone in the morning. (check)
Grammar — Word Order
- I am texting my friend.
- What are you doing?
Sequencing — Send a Message
- turn on your phone → unlock the screen → open the app → type a message → tap send
Teacher Notes
Common Student Errors
Watch for these at A2 and correct gently in the moment.
| Typical Error | Correct Form | Why & How to Fix |
|---|---|---|
| "I texting my friend." | "I'm texting my friend." | Missing the verb be. Drill the contraction: I'm / she's / they're + -ing. |
| "Right now I watch a video." | "Right now I'm watching a video." | "Right now" needs the present continuous. Point to the time signal. |
| "She is checking her phone every day." | "She checks her phone every day." | "Every day" is a habit — present simple, not continuous. |
| "He is chating online." | "He is chatting online." | -ing spelling: double the consonant (chat → chatting). |
| "What you doing?" | "What are you doing?" | Missing auxiliary in the question. Show the frame: What + are + you + -ing. |
| "I'm liking this app." (state) | "I like this app." | State verbs (like, want, know) are not usually continuous. Keep them simple. |
Going Further
Extension & Homework
Extension (Fast Finishers)
In-Class Options
- Describe a photo of a busy place: "A man is texting, two girls are taking a selfie…"
- Compare how you communicated 10 years ago and today.
- Debate: "Is technology good or bad for friendships?" Give two reasons.
Homework
At-Home Practice
- Write five sentences about what your family members are doing right now.
- Describe your favorite app: what it is, what you usually do with it, why you like it.
- Finish any workbook tasks and bring your score to the next class.
Assessment
How to Measure Success
Speaking: accurate present continuous and present simple in the mingle and games. · Reading: correct answers in the workbook tasks. · Listening: accuracy on the Audio 2 fill-in-the-blank task. · Grammar: the tense, word-order, and sequencing exercises. · Writing: a clear app description that uses both tenses correctly. Students tap Show My Score so you can verify results instantly on their phones.
Ready to run the lesson?
Open the student workbook on any phone or laptop — no login, fully self-grading.
Open the Student WorkbookA2-Level: Unit 6 Technology and Communication
Objective
By the end of this lesson, students will be able to:
- Discuss communication methods and technology.
- Use vocabulary related to electronic devices and communication tools.
- Comprehend articles about social media and technology.
- Engage in conversations about staying connected.
- Write about their favorite app or social media platform.
Duration
90 minutes (divided into two 45-minute sessions).
Materials Needed
- Whiteboard and markers.
- Handouts with sample articles about social media and technology.
- Audio recordings of conversations about staying connected.
- Writing materials for students (paper or notebooks, pens).
Session 1: Introduction and Speaking Practice (45 minutes)
Warm-Up (5 minutes): Sharing Communication Preferences
Activity: Class Discussion
- Instructions:
“How do you usually communicate with friends and family? Is it through texting, calling, or social media? Share your preferred method of communication and why you like it.”
Introduction to Communication Vocabulary (10 minutes): Key Terms
Activity: Vocabulary Presentation
- Instructions:
“On the whiteboard, here are some common communication tools and devices:- smartphone, laptop, email, texting, video calls, social media.
Practice saying these words. Let’s also talk about their uses. For example, ‘I use a smartphone to send texts and watch videos.’”*
- smartphone, laptop, email, texting, video calls, social media.
- Practice pronunciation together.
Discussing Communication Methods (15 minutes): Sharing Preferences
Activity: Class Discussion
- Instructions:
“Let’s talk about your favorite apps or social media platforms. Why do you like them? How do you use them to stay connected?”- Encourage students to use phrases such as:
- “I use… to…”
- “I prefer texting because…”
- “My favorite app is… because…”
- Encourage students to use phrases such as:
Reading Activity (10 minutes): Articles on Social Media and Technology
Activity: Individual Reading
- Instructions:
“Read the article or brochure I’ve handed out. Highlight any communication methods or devices mentioned. Afterward, we’ll share what we found.”
Listening Exercise (5 minutes): Staying Connected
Activity: Listening and Comprehension
- Instructions:
“Listen to these conversations about communication. What methods or tools do you hear mentioned? Write them down as you listen.”
Session 2: Vocabulary, Writing, and Review (45 minutes)
Vocabulary Review (10 minutes): Active Recall
Activity: Flashcard Game
- Instructions:
“Let’s review the words we learned earlier. I’ll show you a picture or description, and you’ll name the communication tool or device.”
Writing Task (20 minutes): Describe Your Favorite App
Activity: Individual Writing
- Instructions:
“Write about your favorite app or social media platform. Include:- The name of the app.
- Its features (e.g., sending messages, video calls, sharing photos).
- Why you like it.
- How it helps you stay connected.
Write at least 6-8 sentences and use descriptive words!”*
Peer Sharing and Feedback (10 minutes): Exchange Ideas
Activity: Partner Review
- Instructions:
“Share your description with a partner. Read theirs and give feedback. What do you like about their description? Is there something they could add or explain more?”
Wrap-Up and Reflection (5 minutes): Class Discussion
Activity: Group Reflection
- Instructions:
“What new communication methods or apps did you learn about today? Is there a tool or app you’d like to try now? Let’s review some of the new words we learned before finishing.”
Homework
Activity: Research and Write About a New Tool
- Instructions:
“Research a new communication tool or a trending technology related to communication. Write a short paragraph (4-5 sentences) about its features and how it could change the way people communicate. Be ready to share next class.”
Assessment
Evaluate students’ progress based on:
- Speaking: Participation in discussions about communication preferences and technology.
- Writing: Descriptive language, clarity, and use of key vocabulary in their favorite app descriptions.
- Listening and Reading: Comprehension of articles and audio recordings.
- Engagement: Contributions to peer reviews and class discussions.