Esengul Birler Esengul Birler

Present Simple with he,she,it forms
Elementary level


In this lesson, students will find out the rules of simple present he,she,it form through guided discovery and will do some listening, speaking and most importantly grammar activities. - See more at:


Main Aims

  • To provide clarification of Present Simple he/she/it forms discovery, clarification and practice in the context of P

Subsidiary Aims

  • To provide specific information listening practice using a text about Free time activities in the context of Paul and his free time activities


Introducing the picture of Paul and the note on the postcard (1-3 minutes) • Lead-in

Students will be introduced with the picture of Paul on Powerpoint and then, they will be asked about the picture. Instructions 1: 'What is this?', 'What kind of picture is it?' 'You know 'in the past' people go to post office and send ........' (I will try to elicit the words postcards and may be letters) Ok, great ! What is it? A Postcard or a letter? ( I will make the students repeat the answer by nominating) Instructions 2: Ok, What is this? (pointing to the note) May be it is a note. Ok, Belgin Read it out loud please. ( Rather than me, I will encourage the two or three SS to read and understand the meaning) Good, Thanks, so who is Paul? (Here, they will try to say who he is using possessive 's) (If they make wrong sentence I will ask: Is this correct correct? Do you agree?) Instructions 3: Ok, now, guess! What's his job? Where is he? Is he at home? (Here, I will encourage the students to express ther ideas)

Listening 1 (1-5 minutes) • Catching correct information about Paul

Students will listen a short dialog between his daughter Alison and her friend Vicky. Instructions: Ok, now, read the sentences, later listen to Alison talking about his father to her friend Vicky. (Body language Alison and Vicky talking) Then, circle the correct answer. ICQ: Are we reading? Are we writing? Are we listening? Are we circling the correct answer? (After they have finished, ' Do you want to listen again?) If they say yes, I do so) Feedback 1: (Pair-check), Instruction: Check your answers with your partners. Feedback 2: (W/C and Nominate) Ok, one, What is the correct answer? (If necessary, I will nominate a students read the sentence with the correct answer)

Guessing about Paul's free time (1-6 minutes) • Lead-in for Listening 2 activity

Students will be asked about Paul's free time activities. If they are stucked, they will be given some cards showing some of these and make sentences with them. Instructions : Excellent! and guess now? What does he do in his free time? Free time? Do you remember? What is it? Any example? ( I encourage the SS to give example for free time, I will also write it on the board and if necessary I will give short example 'Okay may be he goes to the cinema, goes fishing or goes skiing'- I will use my body language here.) Just guess? What does he do in his free time? (I will take notes of some guesses on board.) Ok, great! What else? (nominating SS) (If they make correct answers with he/she/it form, I will have other students repeated it by nominating rather than telling myself)

Listening 2 • Picking up correct information

Students will be asked about to listen the dialog again between Alison and Vicky. Then, pick correct free time activities. Instructions : Listen to Alison and Vicky again and learn what does he do in his free time? Put tick if Paul goes swimming, listens to the music. Ok? ICQs: Are we listening? Are we writing? Are we putting ticks? Feedback1: Pair-check Feedback 2: W/C

Grammar-Guided Discovery (1-5 minutes) • Finding out he/she/it Present Simple rules

Here, students will have the worksheet to study and write rules for positive and negative sentences. If they ask questions, I will guide them otherwise, they will work alone. Instructions: Look at the postive and negative sentences and see the rule ! Then write them. (pointing the blanks on the sheet) ICQs: Are we reading positive and negative sentences? Are we writing? Are we writing the rules? Feedback 1 : (Pair check) Ask your friend Feedback 2 : Delayed Feedback- I will ask students for their answers, but I will not correct them immediately.

Listening 3 (1-5 minutes) • Pronunciation of verbs

Students will both listen and practice the pronunciation of he / she / it verbs.They will also see the verbs on board, Instructions: Do you know these verbs? What are the he / she / it form of these verbs? Any idea? (Wait time for SS to answer) Very good ! After Meral /she we say phones every day, Mesut /he gets , Boncuk/it plays so Meral /she phones Alican every day, Mesut /he gets home early , Boncuk/it plays with a ball. (After these examples, I will ask SS to make a few sentences for the people in class and ask them if the sentences are correct or not.) Do you agree? Is it correct? Okay let'ss listen to the verbs now. Okay. Which verbs have the /ız/ sound at the end? Be careful. ICQs: Are we listening? Are we listening /ız/ sound ?

Controlled Practise (1-7 minutes) • Filling the gaps with the correct form of the verbs

Students will fill the gaps with the correct forms of the verbs in brackets. (-s, -es, -ies) Instructions : Ok, look at the sentences and fill the gaps with the correct forms of the verbs in brackets. Ok? Correct form (wait time for students and if they cannot answer ; remember ! add '-s' or don't add '-s'. okay?) ICQs: Are we reading? Are we writing? Are we writing correct form? Feedback1: (Paircheck) Check with your partner. Feedback 2: Both nominate and W/C

Practice-Frequency Adverbs (5-10 minutes) • Practising daily routines and learning Frequency Adverbs

Students will be given worksheets to ask each other questions about their daily routines on Sundays and then anwer with frequency adverbs. They will tick their partners anwer correctly ; never, sometimes, often, always. After that, I will ask question to a student about his/her partner. Does he meet friends on sundays? After that, I will nominate the students to do the same and I will monitor them. Instructions: Ask your partners about daily rountines on Sunday? Answer may be never, sometimes, often and always. (I can explain them if necessary on the board with timelines) Okay? ICQ: Are we speaking? Are we listening? Are we ticking? After some monitoring and they finished, I will ask a student about his/her partner. Does he ....... in his free time?

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