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Daily Routines, Present Simple Tense
Beginner level


This lesson builds on the previous lesson by continuing with the same context with a focus on grammar. The context is the listening from the previous slot. Present Simple Tense will be introduced with he/she/it. Students will also practice sentence stress and do lots of drills. They will be given controlled oral and written practice to cover the lesson.


Abc Face2Face Starter Student's Book,Cambridge, OHP, Handouts, PPT

Main Aims

  • To introduce Present Simple questions with he/she/it. To practice how to ask WH- questions and give short answers using the tense.

Subsidiary Aims

  • To practice listening for sentence stress and the pronunciations of the questions. To hear and practice intonation differences between question types.


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

-Have projector ready to project the context. -Have handouts ready to deliver. Show Ss the picture describing daily routine of someone to check their existing knowledge about Present Tense and the verbs that they have learned in the previous sessions. -Ask them to discuss about the picture in groups for a minute. -Take some general FB from the whole class. -Monitor them if all students are involved in the discussion.

Exposure (8-10 minutes) • To provide context for the target language through a game related to Present Tense

-Have the colored cards and posters ready for the Unjumble Sentences Game -Organize 4 groups for the game. Give each group a set of cards in which 6 questions are in unjumbled order. -Show each group which poster what they are going to use. -Set a time limit as 3-4 minutes. -Ask Ss to study in their groups to find the correct order and stick their sentences to the poster. -Ask them to check other groups' posters. -Give general FB. -After eliciting question forms , write them to the chart (p.41 ex.4-a) and show the word order again.

Highlighting (8-10 minutes) • To draw students' attention to the target language and guide them to discover the rules of Present Tense

-Project the text which is about daily routine of someone. -Group the Ss again for the competition. -Ask Ss to choose someone to run and underline all the verbs in Present Tense in the dialogue and tell them they can get help from their teams. -Check their answers on the board. Put a tick to the correct ones. -Ask them what they noticed about the verbs ending with -s and what changed in question forms. -After eliciting some answers; Emphasize how verbs changed based on the pronouns and what we use to make a question in Present Simple tense. Ask WH- questions about the dialogue to check their understanding.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

-Ask Ss to look at the Exercise c in which they need to fill in the gaps with 'does' or 'doesn't'. eg. Does he know Nadine? Yes,he does./ No he doesn't. -Ask them to check their answers in pairs. -Take general FB and show the correct answers. -Ask Ss to look at the Exercise d and fill in the gaps individually. -Take general FB and write the correct answers. They will cover the structure through these exercises.

Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

-Ask Ss to listen to the questions and short answers in part 4. -Ask Ss to practice asking and answering to these questions in pairs. eg. Does she like Manchester? Yes, she does. -Monitor the Ss and ask them to take turns in asking and answering to the questions.

Semi-Controlled Practice (10-12 minutes) • To concept check further and prepare students for practicing sentence stress and intonation

-Project the questions and tell the Ss that they will listen to them. -Ask them to listen carefully to notice the stress on the important words. -Write a sentence to show how to stress the important words in the sentence before listening them. It will help them to realize what is the purpose of this listening activity. -Focus Ss on the aux. verb does and tell them it is not stressed. -Ask Ss to practice the sentences in pairs. -Monitor and help when necessary because the purpose is putting the stress on the right word. -As a last activity, shift the focus on language. Provide controlled writing practice with an exercise. It has a chart that includes information about daily life of Luke and Claire. Ss are required to fill in the blanks by looking at the photo and the chart. -Ask them to change their papers and check their answers. -Project the answer key.

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