Reza Yekani Reza Yekani

Grammar
Beginner level

Description

This lesson continues a similar context to the previous lesson but moves the focus to more about people’s lives and looks at third person singular with simple present.

Materials

?size=16&default=html Sports, food and drink visuals
Abc Elliot's Daily Routine H/O
Abc Elliot's Schedule H/O
Abc Reza's Schedule H/O & Ss' Schedule

Main Aims

  • To provide Ss with clarification and practice of simple present using third person singular ‘s’’ and question and negative forms

Subsidiary Aims

  • To provide Ss with clarification and practice of adverbs of frequency (always, sometimes & never)

Procedure

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

T introduces Tom. "Tom is a Facebook friend; Elliot. He lives in London. He is a millionaire. Elliot is a full-time businessman. Elliot works hard. He runs a shopping site like, (a Turkish example)."

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

T reviews some lexis and establishes the context of "Routines" Wake up > Do you open your eyes or do you get out of bed? > What time do you wake up in the morning? Get up > Do you open your eyes or do you get out of bed? > What do you do after you get up? Have a shower = Take a shower > How many times do you take a shower in a week? Have breakfast = Eat breakfast (Not: Have/eat a breakfast) > Do you usually eat breakfast at home/work? > What do you eat for breakfast? Leave home = Go out > Where do you go when you leave home?

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

T demonstrates and models "Elliot's Daily Schedule" activity to get the Ss to put it in the right order. T gets the students to team up in groups of three. T gives out the handouts. T sets the timer for the S to keep track of time. T plays the recording for the S to check the answers. T gets the students to team up in groups of three again. T instructs the learners to listen and write the time. T plays the recording for the S to listen and write the answers.

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

T takes the handouts away and writes four times on the board. T asks "What does Elliot do at the times?" T elicits and uses Ss responses to introduce the grammar. T drills the language and deals with language problems.

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

T demonstrates and models "Hanif's Daily Routines". T gets the Ss to team up in groups of three. T gives out the handouts. T sets the timer for the learners. T gets Ss to check answers in pairs. T elicits and uses the language to check the (-s/-es) pronunciation patterns.

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

T introduces "Morning Flower" vs. "Evening Monster". T explains the task and gets the students decide if Elliot is a "Morning Flower" vs. "Evening Monster".

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T demonstrates the activity and models the same. T gets the students to work alone. T gives out the Schedules and gets the students to work independently to fill it in according to their own schedule. T collects the handouts and gives them out to different Ss. T gets the Ss to look at the schedules and decide if their classmates are "Morning Flowers" or "Evening Monsters".

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