Cemre Ozkan Cemre Ozkan

Present Simple Tense
Elementary level

Description

In this lesson, students learn about the usage of present simple tense. They will focus on the pronunciation of simple present form of the verbs with he/she/it pronouns. The class aims to give students confidence in daily speaking about their likes/dislikes and daily routines.

Materials

Abc Audio
Abc Hand Outs
Abc VAs
Science environment 43408961?size=16&default=html Authentic Materials

Main Aims

  • To provide clarification of the simple present tense positive and negative form in the context of likes, dislikes and daily routines

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of likes, dislikes and daily routines

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T starts with showing Spider-Man's 1994 cartoon opening theme. T gives some pictures. Ask Ss who he is, what he likes and dislikes, where he lives etc. Ss makes sentences using the simple present tense form naturally.

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

T uses the text he/she has prepared before on Spider-Man's daily life and likes/dislikes using Ving form. It has similarities with what Ss has told during the Lead-in. Ss are expected to fill in the blanks with the right form of the verbs by eliciting. T encourages for peer teaching. T highlights the spelling changes according to the last letters (watch-watches). T show the rule table. Elicit for more example verbs.

Clarification of TL (5-8 minutes) • To clarify the usage of the right verb form with he/she/it and like/dislike Ving

T asks Ss CCQ to check the grammar as well. "Does he live in NY?", "Do I live in NY? Where do you live?" etc. Clarify by eliciting how pronouns change the verb form. Form a table for the rule. "He likes photography." "He likes take photo." "He likes taking photos." ask which ones are correct. Elicit. Explain the form by writing on WB.

Clarification of pronunciation (4-5 minutes) • To check pronunciation of the TL

Firs T plays the audio and show how to count syllables for the first two verbs. Ss listen audio and find the rest of the verbs in the sentences and tell how many syllabus they have. T takes notes on WB and checks together after each example. Drill chorally and individually.

Controlled Practice (8-10 minutes) • To concept check and expose the accurate usage of TL

Give HOs including three different practices. Tell Ss to write the he/she/it form of the verbs given.Do PW. Check and drill the verbs together. Second practice is Ss put the right form of verbs. And third is Ss correct the mistake with one verb in each sentence. Do PW for both. Project the answers Check by emphasizing the right form and drilling for the last exercise.

Semi-Controlled Practice (6-8 minutes) • To encourage students to build their own sentences with TL

T divides the class for GW. T give instructions. Ss are expected to form sentences by using TL they have acquired (likes Ving). Project keywords. Clarify the meaning of lexis. T gives keywords for each group expecting them to make funny sentences. Ss writes at least 3 sentences. T monitors. Each group reads loud at the end. T gives feedback to all Ss.

Freer Practice Productive task (8-10 minutes) • To provide student to product their own sentences with TL

Ss will produce with TL they have acquired. T gives instructions. Ss writes one secret about them, one daily routine, two likes and two dislikes. Later T encourages Ss to do do classwork to have conversation and find their soulmate or best friend according to similarities. T asks find someone similar to you. T monitors. Ask some students who is your new best friend. Ask why, encouraging them to make sentences with TL.

Feedback (3-5 minutes) • To provide with the right form of TL

During the productive task, T monitors, takes notes and do error correction at the end.

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