alex cassidy alex cassidy

Present Simple: statement and negation
Elementary level


In this lesson, students learn about the present simple through discussing Paul and then what students do in their free time. Clarification will be done by PPT, where students will learn the meaning and form, and we will do whole class drills, as well as Ss practice the TL in small groups.


Abc Lined paper provided by teacher
Abc Pg. 31 F2F

Main Aims

  • To introduce and practice the third person present simple in the in the context of Paul and Ss free time.

Subsidiary Aims

  • To provide accuracy through drilling, and fluency through freer practice.


Lead-in and Exposure (5-7 minutes) • To set lesson context and engage students, as well as introduce them to the present simple in the third person.

I will use the image of Paul working in Antarctica from the previous lesson and use it to give my students model sentences. I will try to elicit the model sentences in the positive and negative form from my students, but if they are unable to produce the model sentences, then I will give it to them in a context they are already familiar with.

Clarification (2-5 minutes) • To clarify the meaning, form and pronunciation of the target language

I don't think students will have any trouble with meaning, but I will quickly do some CCQs and then move on to pronunciation through drilling of each present simple in the third person. Form will also be clarified through the PPT.

Highlighting (2-4 minutes) • To draw students' attention to the target language, specifically form

I will introduce and clarify the form of the V in the present simple, and teach students that if the V ends in ch, sh, s, ss, x, or z then we add es. If the verb ends in consonant y, then we change to i and ad es. I will also review when we use doesn't vs. don't.

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

I will use the vocabulary that students learned in the previous lesson, and in groups of three, I will give students an opportunity to use the language through the context of activities they do or don't do.

Controlled Practice 1 (8-10 minutes) • To concept check and prepare students for more meaningful practice

Ss will work alone to do ex. 7 write the correct form of the verb in each of the fill in the blanks. This is a lengthy activity, so I will give students some time to complete the task. Then students will check in PW and we will check answer during WCFB.

Controlled practice 2 (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students will take their papers and sit across from each other. Now they will complete ex. 9a and make guess about what they think their partner does or doesn't do. We will then do ex. 9b once they complete the exercise and students will make three questions for their partner. They will then turn to the person next to them and report using he/she/it. (10a-c)

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