Reza Vasa Reza Vasa

Unassessed Grammar lesson
Beginner level


In this lesson, students learn about negative and question forms of simple present tense through a PPP lesson. The context is the daily routine activities. This is followed by the inductive teaching of the rules and some controlled activities, moving to a two freer activities of speaking.


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Main Aims

  • To provide clarification and review of simple present tense negative and question forms in the context of daily routines

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a debate in the context of daily routines


Warmer (3-5 minutes) • To set lesson context and engage students by repeating the phrases they already know from daily routine activities

1. Some pictures are presented 2. Using mime and pictures T tries to elicit the words or phrases related to daily routine up to slide 5 in the PowerPoint Presentation. 3. The 6th and 7th slides are a review of some time expressions they have seen before.

Exposure (4-6 minutes) • To provide context for the target language through a the 10th slide

1. T show the photos together on a slide. 2. T asks students what they can see and what time the people in the picture usually do their daily activities. 3. The sts are asked to to ask and answer Qs about pictures.

Highlighting (5-6 minutes) • To draw students' attention to the target language

1. The table with one of the sentences from the context of daily routines is presented. 2. The negative and question forms are practiced using substitution drills.

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

1. The rule is written on the board and the parts are underlined. 2. It is emphasized that simple present tense is used to talk about daily activities. 3. The pronunciation of the plural morpheme is revisited. (It is assumed that they already know the pronunciation.)

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

1. The students are asked to do a fill-in-the-blanks activity. 2. Instructions are given. 3. One model sentence is provided. 4. Time is set. 5. They check the answers together in pairs. 6. Whole class feedback to check their answers.

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

1. Unscrambling is the next activity. 2. Sts are divided into two groups. 3. Cut-outs are provided. 4. The teams are asked to finish and then move to the board to stick the sentences on the board. 5. The students check each others' sentences.

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

1. T tells students to write 10 sentences about a person in their family and find ten ways they are different. 2. After instructions, one example is done and written on the board: I get up at six o’clock, but my brother gets up at 10 every day. He doesn’t work. 3. The hand-outs are distributed. 4. The time is set and after three minutes, they are asked to stop. 5. The sts are asked to work in groups of three to talk how they are different from their family members. 6. If time allows and the activity is run smoothly, T asks one student to say how one of his/her group mates is different from the family member.

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