Arzu Topal Arzu Topal

Present simple
Elementary level


In this lesson, students will learn about the simple present to talk about habits and routines


Abc Reading Text - verbs
Abc Powerpoint Slide
Abc Ex 6, Unit 2 Exercises

Main Aims

  • To provide revision/practice of the present simple tense in the context of daily routines.

Subsidiary Aims

  • To enable students to practice speaking for accuracy.


Guided Discovery Exercise (5-7 minutes) • To enable students' to work out/start to think about the rules for present simple tense

Inform students' they will read two texts about Laura's routine in her day(Laura from the exercise they did in the previous lesson). Ask students to underline the verbs on text A and text B. Students work individually, then pier check. Put up projected view of both texts on the board(e.g. PowerPoint slide) Choose students to come to the board and underline the verbs. Ask the class for any other responses, if any new ones, underline them. Elicit correct responses from students.

Ex 2 (5-7 minutes) • To be able to identify differences between verbs, and predict why they vary

Ask students to think about and discuss the difference between the verbs in each text. To be done in groups of 3. Choose a student from each group for feedback. If necessary, clarify the differences. E.g for he/she/it, 's' or 'es' is added to the verb

Guided Discovery Exercise (15-20 minutes) • To help students' learn how to use pronouns in the context of daily routine

Students' work in pairs to find a word(pronoun) they can replace the word 'I' with, in text 1, and the word 'she' with, in text 2. Give one example, e.g. They get up at 10.00. Ask students to find other examples. If students are stuck, list the pronouns on the board to guide them. I/You/We/They -- verb He/She/It -- s or es Have the texts on the board ready for editing. Elicit answers from different students. Go over the grammar rules by completing the activity in the Powerpoint slide(slide 4) If necessary go over the spelling rules for third person, slide 5 (you may hand out a copy of these rules to students for reference)

Controlled practice (5-8 minutes) • To enable students' to practice selecting and using the appropriate verbs in the context of daily routines

Students' will read and choose the correct verbs in the given text. Hand out text after the introduction. Q6 pg 139 Peer check, then WC feedback. During the class feedback select one student to be the teacher and get him/her to ask students' "What is the answer to Number 1?", then he/she should circle that answer on the board. Check the answers, elicit the correct responses if necessary.

Writing Exercise (10-14 minutes) • To practice writing about a daily routine

Students will be asked to write down a daily routine they follow, this could be during the holidays, school days, work days etc. The following phrases could be written on the board if necessary as a guide: - When I'm on holiday, I..... - Generally, I wake up..... Ask them not to write their names on the sheet of paper Once complete, students will switch their texts with allocated people and get their text checked for any errors, and possibly corrected. (The papers could get rotated one more time and get checked again if necessary) The papers can get passed on to the owners(they will have to guess from their handwriting)students' will check the corrections, and then read out the their writing to the class.

Semi-controlled Speaking task(Optional) (5 minutes) • To help students' practice their speaking skills in the context of daily routines

This is an extra activity which could be used if time permits Students' work in different groups of three to discuss the daily routines they listed in the previous exercise.

Delayed Feedback (3 minutes) • To give feedback on the language used during the lesson

Give feedback on good language, language which might need reformulation or correction.

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