serdar yilmaz serdar yilmaz

Serdar Yılmaz / 31.03.2016 / Celta Course / Grammar
Beginners / A1 level


In this lesson, students will be able to understand and talk about present simple tense both on positive and negative forms with lots of personalized examples and models. They will also listen to a man and woman talking about some general information regarding target language.


Abc f2f students book cd2

Main Aims

  • to provide clarification and practice of positive and negative grammar form for present simple tense.

Subsidiary Aims

  • writing and speaking practices using negative and positive form for present simple tense.


Warmer / Lead-in (4-5 minutes) • To set lesson context and engage students

T will enter the classroom and greets students. T starts a quick chat showing his shaved face and say: 'i shave every morning and brush my teeth', on this stage T ask Sts what about you? and writes some pre-sentence ( i ...... coffee every morning) on the WB to lead Sts to TL. T elicits examples from Sts using WB and gestures. T point someone with a beard ( if nobody then T will change the subject to jackethe is wearing ) asking : 'does he shave every morning?' Sts : No. T: so, how do we say it as pointing WB. T will try to get 'Don't' negative form for the gramar.

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

T will carry on eliciting TL nad form from Sts by writing the answers on WB. T highlight (+) and (-) forms on the sentences for Sts to understand the meaning that they do or don't. First example was shaving. Second one will be 'Yes,we.....English. No, we ..... ...... Russian' followed by ( Tea- Alcohol)...... T will set a simple task on this stage to see if Sts understand the meaning of the grammar ( Tennis-Football) ( Levent-Fatih).. Sts will be working in Pair to work out two sentences while T writes mother form - rules on the WB. CCQ: T picks one of the sentences or two, asking:' i do it only one time or regular?' Sts : Regular if Sts reply one time then T points time or regular,more often,every time? till get the right concept answer. T will check the answers and ask a pair to say it loud. Feedback on the topic if necessery if not then praise to correct forms. T put a CD (CD2-3 F2F) and Sts will listen, T will highlight intonations.

Controlled Practice /gap filling and listening-writing (11-12 minutes) • To concept check and prepare students for more meaningful practice

T will set a task for Sts. On this gap filling activity T will change pairs and set a time limit for 4 minutes . This activity is about a person called Richard and some informations about his life in Boston. ICQ: T will ask alone or with partner, Sts : Alone T: How long? Sts : 4 minutes. When 4 minutes is over T wil play a CD ( CD2- 4 F2F) to listen to Richard and check the answers. Feedback: T will hand answers out

Controlled Practice / Negative form and Speaking (7-8 minutes) • To make sure Sts will be able to talk about TL in different situations

T set another task, Sts will work alone and make a sentence about TL. First example by T pointing the sentence ' I have an old computer' and T says: 'No, i don't have an old computer,i have a new computer' . T will pick some Sts or one by one if there is enough time to show first sentence and St will complete the negative+ positive form.

Freer Practice (11-13 minutes) • To provide Sts with free practice of TL

This will be a group work. T will set a two main group. Sts will be given a work sheet with numbers on it. On every number there is a verb, subject and (+) or (-) sign. T will ask Sts to complete or create a sentence using these clues. WB will be divided in two and first group with correct forms will win. 5 minutes time will be set by T. T suggests that groups will nominate a writer and answer the questions before coming to WB. ICQ: Only one writer or everybody writes on the WB. Sts : only one ICQ: Group work or individual work? Sts: Group.

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