Samira Samira

Samira A /05/12/2015/ TP 3b
Beginner level


In this lesson, I will use the text to expose the sts to the TL (present simple positive and negative) in context. The sts will go through PPP procedure and will have controlled practice of receptive skills of both writing and speaking.


Main Aims

  • To provide clarification of the Present Simple (positive and negative sentences) in the context of My world

Subsidiary Aims

  • To provide gist reading practice using a text about Life in Peru in the context of my life.
  • To provide accuracy speaking practice in the context of my life.


Warmer/Lead in (5-6 minutes) • To set the lesson context and engage the sts

The students will use the text Life In Peru to be exposed to the Tl, but before they will be involved in a short discussion. I will start the lesson with the question Where"s Peru? and then I will draw the sts attention to the board where I will display flashcards with the names of his family members. They will have to predict "Who's Cecilia, Carlos and Diego. Then the sts have to read and listen quickly for gist ( skimming) to check their answers.

Exposure (4-5 minutes) • To provide the context for the TL through a text

The sts will be given handouts which they will use to do the next exercise related to the same reading. This time they will read the text and will choose the correct variant. The task will be focused on finding the specific information( scanning) in the text.

Feedback and error correction (1-2 minutes) • To provide feedback on students' production

I will monitor and listen,and then after the sts compare their answers, I will get feedback from them by asking " What's number 1,2,3 etc.?

Language focus (6-7 minutes) • To highlight the target language for coming productive skills

Four sentences will be given on a piece of paper to the sts: I work for a company. You study English. We live in a very nice flat. They like football. The students' task is to find verbs in the sentences. After eliciting the answers, I will draw the table on the board, will write in example sentences and will draw the sts' attention to the word order of the positive forms. Then I will ask if anybody can make the negative sentences and after I will add the auxiliary verb "don't" in the table.

Controlled productive practice (5-6 minutes) • To provide an opportunity to practice the TL

I will present flashcards with different verbs and nouns to let the sts make sentences about themselves using positive and negative forms. At the stage I will focus on the their accuracy and drill from pronunciation.

Controlled written practice (4-5 minutes) • To check and prepare the students for the controlled practice.

I will focus the sts on the photo of Sandra and will ask the following questions: Do you know her? Do you know her family, brothers? The sts will do the reading and fill in the gaps with the positive or negative forms of like, have, live, work, or study.

Feedback and error correction (4-5 minutes) • To check the sts' comprehension

I will monitor and when the sts finish, they will compare their answers in pairs and then I will elicit the answer by asking What's number 1, 2, 3 etc.? The incorrect sentences will be presented on the WB.

Student interaction (6-7 minutes) • To enable the sts to practise with one another by using the TL

I will get the sts to look at the paragraph about Sandra again, but this time I will get them copy the model to make the paragraph true for them. I will show how to do it by giving an example.

Feedback and error correction (1-2 minutes) • To recap the lesson by focusing on persistent errors.

I will monitor and listen. If the sts have any perssitent errors, I will write them on the WB and will go over them.

Web site designed by: Nikue