Susan Susan

Daily life
A1 - A1+ level


In this lesson will focus on the Present Simple with I / you / we / they through a reading text.


Main Aims

  • To provide Ss with enough Language practice to understand the MFP of the Present Simple with I / you / we and they.

Subsidiary Aims

  • To recognize how to use the simple present Wh - questions in order to ask for information.
  • To understand daily activities using Present Simple.
  • To read and recognize the simple present sentences.


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

Ss put all their papers away or turn it upside down. Show a pp picture of Sam and ask: Who is he? What do you know about him ? Get inputs from the Ss. In pairs discuss his daily routine - What does he do everyday? WC FB - write some of the TL on the board - hopefully Ss will use some of it.

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

Tell Ss to underline the verbs in the text. (Present Simple) T writes I get up at five. Underline get up. ICQ: - T: Ss name tell us what to do? Ss underline the verbs? T: What is a verb? Ss: get up Ask Ss to get out their reading text from the previous lesson. Continue with the task. WC FB. Write some of the verbs on the board e.g. get up, have, leave, get to, start

Highlighting (2-3 minutes) • To draw students' attention to the target language

T writes: ___I___ get up __at five o'clock.__ ask Ss to complete the sentence. __We_____ have _breakfast_____, __We______ start ___work______, Ask Ss to work in pairs and find more examples. Ss write the examples on the board.

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

T writes on the board: I ________ at five o'clock in the morning? Ss complete the gap with I get up. We _______ the hotel. Ss - leave. T asks: Where is the verb? Ss say get up. What form of the verb is get up, leave? Ss: Present Simple. T underlines I get up at five o'clock in the morning. * asks: Is this something I do everyday? Yes * asks: I this a routine? Yes I + verb You + verb We + verb T writes on the board: I ___________ Turkish. Ss: I speak Turkish. Draw a time line to show the action is repeated. T models: I get up at seven o'clock. Ss repeat We have breakfast at eight o'clock. Ss repeat You go to school at twelve o'clock. Ss repeat. In pairs Ss use cards with verbs on it to make Present Simple sentences. T monitors In pairs Ss tell about their routine. T monitors and make notes.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

I get up at five o' clock in the morning. __________________________________ ? What time do you get up? We leave the hotel at 5:15. What ____________________? What time do you leave the hotel? In pairs Ss get jumbled sentences. Ss order all the words to form questions. E. g. do/ live/ you/ where -Where do you live? Ss have to order 6 questions. FB: Ss writes the questions on the board. Check

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

In pairs, Ss ask and answer questions. Ss need to use the TL T monitors TL . Make notes of mistakes. Make notes of good TL and write that also on the board. FB : Write sentence on the board. Ask Ss if they can notice the problem.

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

What is your daily routine? Ask a Ss. Elicit routine. Ss write 6 sentences about their own routine. Swap with a partner - partner check the Present Simple. * what will you check? * Give me an example? I get up. Ss write a few mistakes on the board - Ss correct the mistakes.

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