New lesson plan: Grammar- simple present (I,you,they, we)

Parvin

Grammar- simple present (I,you,they, we) - elementary level

Grammar- simple present (I,you,they, we)
elementary level

Description

In this sentence, students will learn making positive and negative simple present sentences for the pronouns (I, You, we, they). The lesson starts with reviewing last lesson through the reading text of the book (cutting edge, elementary, Sarah Cunningham & Peter Moor, 3rd edition). Then reviewing the main verbs. After that students will fill in the blanks the positive and negative sentences. Finally it will end in speaking activities and also a game related to the lesson to bring fun to the class.

Materials

the copy of cutting edge elementary book, elementary

the copy of cutting edge elementary book, elementary

Main Aims

To provide clarification and practice of simple present positive and negative for ( I, you, we, they) in the context of using simple verbs go, get up, live, work, have and study

Subsidiary Aims

To provide review and practice of go, work,get up, study, live and have in the context of fact and daily routines

Procedure (41-55 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context, engage students and make sure they know the meaning of the main verbs taught in the last part well

Warm up: I mime the six verbs (go, get up, work, live, have and study), they say the words. Anticipated problem: If the learners have difficulty understanding the meaning of the context i am miming, I will make a list of these 6 words on the board to help them recall them easier and save my time. Lead in: Do you remember "Amrita"? (the character of the reading text, page 24)

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

I write the sentence " I live in New York City." on the board. Elicit from the learners "is it true? (no, it is not), then write the negative form. " i don't live in New York City" (using another colored marker to show the changes in the sentence) now i have a chest presentation of the book (page 24, reading) and say take a look at this part and find 3 negative sentences like mine (on the board). compare in pairs FB: (we don't have dinner at home./ they don't live in a flat./ they don't go to work by bus.)

Highlighting (3-5 minutes) • To draw students' attention to the target language (form and meaning)

look at the grammar box (Exercise 1, page 25). chest the book and say fill in the blanks using "the 6 verbs" - in exercise 3 of the Vocabulary part (page 25)- or "don't" compare in pairs FB

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language and concept check

Draw a timeline. CCQ: Ask : are the sentences about past, present or future - gesturing the 3 times to help them understand? present / are they about routines (every day life)? Yes Drilling (group repetition/ choral rep) (8 sentences in the grammar box- one positive then the negative one and so on for the rest)

Controlled Practice (6-8 minutes) • To make sure if they got the form and prepare students for more meaningful practice

Practice, Ex.1, page 25 chest the book and say: complete the sentences about your life. ICQ: are you completing them about Amitra? No Who are you writing about? Us Check in pairs FB

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

Practice 2a, page 25 Let's write 6 sentences about you using the ideas in the box (chesting) ICQ: Are you writing or speaking? Writing Are you writing about you or your friend? About me

Free Practice (12-15 minutes) • To provide students with free practice of the target language/ Bring fun to the class having a game and letting them use the target language of today's lesson freer

Practice 2b (page 25) make sure they know the meaning of "having things in common" elicit one sentence from a learner, then say the same thing about yourself and finally say "..... and i are the same Talk in your groups about your answers and find six things you have in common. *Monitor them *Delayed correction if needed Miming Game Put the learners in two groups one learner comes to the front of the desk from each group, mimes the sentence about routines or facts that i show him, his classmates should say the full sentence. if the do, they will get the score and it goes like that. Finally the group having the highest score is the winner.