Ibrahim Yurttas Ibrahim Yurttas

Ibrahim Yurttas, TP, 3
Beginner, A1 level

Description

In this lesson, the students are going to learn about present simple tense in the context of daily routines. To this end, the students are going to be introduced to daily routines (wake up, get up, have a shower, have a breakfast, go to work, etc.). The students are going to learn the two different spellings of third singular person ending -s in the present simple tense: -s and -es. The students are going to learn the three different pronunciation of third singular person ending -s in the present simple tense: /s/, /z/ and /ız/

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification of the present simple tense in the context of daily routines

Subsidiary Aims

  • To provide gist reading practice using a text about Every day in the context of daily routines

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I am going to show a fun video that shows daily routines of Mr. Bean. While they are watching the video, I am going to pause and want them to write the "activity." After the video, I am going to show the students certain pictures from the video with the activities written at the back of them. This is going to be a drilling activity.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

1) I am going to divide the students into three groups and want them to categorise daily routines into "morning" "afternoon" and "evening/night". I am planning to focus on the difference between "wake up" and "get up". 2) I am going to ask the students to read two short parahraphs where they will see two people talking about their daily routines. Firstly, they are going to reag for the gist and asnwer simple questions on the text.

Highlighting (2-4 minutes) • To draw students' attention to the target language

The students are going to see the manipulated version of one of these short passages. This time, the third person singular -s is going to be used with the verbs. I am going to show the differences of the new and old versions of the paragraph in a comparative way.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

1) Firstly, I am going to make use of the sentence "I get up at about ten or eleven." I am going to draw a timeline and indicating days of the week on it. Then, I am going to draw another timeline, again, indicating days of the week. The difference between these timelines is going to be that one of them will explicitly show the activity (getting up) takes place every day. This way, I am planning to focus on meaning - that we use present simple tense for daily routines and repeated actions. 2) Secondly, I am planning to write two version of the sentence on the WB. ("I get up at about ten or eleven" and "He gets up at about ten or eleven.") I am also planning to provide different examples with verbs "go" and "finish" to show different spellings of -s ("goes" and "finishes") 3) I am going to highlight the difference in pronunciation of the -s ending by making students categorise the certain example verbs in term of the way the -s ending they have is pronounced. /s/, /z/ and /ız/

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

I am going to ask the students to manipulate one of the paragraphs they read earlier (about Carla) and turn the verbs in the paragraph into third person singular present simple form.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

I am going to ask the students to write a similar short paragraph about one of their family members.

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