Nigel Crowe Nigel Crowe

Assessed Lesson 1: Simple present affirmative and negative
Beginner level


Students learn about using the simple present tense for affirmative and negative statements using the universal conditions of being married/unmarried and having children or not. They apply the appropriate grammar to a limited range of examples, practice in pairs with these, then prepare a brief conversation with a partner to practice and perform.


Main Aims

  • To provide a grammatical structure for statements concerning marriage and children to enable students to speak and write correct affirmative and negative statements in simple present tense.

Subsidiary Aims

  • To enhance fluency of everyday speech by practsing dialogue both in pairs and in a performance context.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Project picture of my family in comic pose. Speak and write, 'I'm married'. Ask students to repeat until pronunciation good. Repeat with, 'I have one child.' 'I have a girl.' 'I don't have a boy.' 'I have a daughter.'

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

Write vocabulary on whiteboard. Singular = 1: a boy, a girl, a child Plural = 2, 3...: boys, girls, children Play sound clip 1:16 from English Unlimited text. Show slide from text: different groupings of children Repeat sounds. Ask questions ('Are these boys? Are there three girls?') Write Vocabulary on board. Affirmative: I'm, We're. Negative: I'm not, we're not Play sound clip 1:17. Show ppt of pictures of different family groups. Ask questions: Is he/she married?: Are they married?: Does he/she have children?: Do they have children?: How many children do they have?: How many boys and how many girls do they have?: Do they have a son?: Do they have a daughter? Show slide from text: different family groupings. Say correct statement for each one Ask students to indicate correct picture for each description. Then point at picture and ask students to say the correct response.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

Play sound clip 1:18. Students repeat until pronunciation has no inaccuracies or hesitation. Pair work: A: are you married? B: response. A: Do you have children? B: Response. Play sound clip 1:19 Distribute Resource 1 while clip playing. Students fill in blanks. Pair work. New pairs: indicate every second person to move to take the place of the next. Put slide from text p87 on whiteboard. Give example. One student says sentence that describes one picture. Other student says correct picture.

Planning of student presentation (6-8 minutes) • To provide an opportunity to plan students presentation to class

Play sound clip 1:20 from English Unlimited CD. Play twice. Project script onto whiteboard. Play again, students repeat each line. Ask a question to all (most) students. 'Are you married', 'Where do you live?', 'Where were you born?', 'Do you have children?' Pair work. Have a conversation similar to Mark and Claudia's conversation about you and your partner. After 3 - 5 minutes. Write it down.

Performance to class (6-8 minutes) • To allow students to practise and perform language

As pairs, students perform dialogue that they formulated in the previous stage.

If-time Activity (5-8 minutes) • To explore further meaning, form and pronunciation of the task language

Write form on whiteboard I / You / We / They live in Istanbul He / she / name (e.g. Paul) lives in Istanbul Go back to pictures used on Powerpoint earlier. Use sentence form to make sentences about the people indicated.

Language Practice (8-10 minutes) • To provide students with practice of the task language

Resource 2. Pictures of particular people in their family situation. New pairs: confident with less confident. Make up a dialogue between the two people given. After 3 - 4 minutes, perform to class.

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