Mohamed Khalaf Mohamed Khalaf

elementary level


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Main Aims

  • To provide clarification of the present simple tense (affirmative and negative sentences) in the context of routines, habits and permanent situations

Subsidiary Aims

  • To provide clarification of vocabulary in the context of places and jobs and to practise using collocations to describe routines.


Warmer • To set lesson context and engage students

KEY WORDS: Spams AND Hobbies (1) playing basketball/football/tennis, playing computer games/the piano collecting things, doing gymnastics, listening to music, reading, swimming - Students use the Mini-dictionary to look up the Key Words. - Check students’ comprehension by asking them to translate the words into their L1. - Students listen to the recording and number the words in the order they hear them. Tapescript and Answers (1) playing tennis, (2) playing computer games, (3) doing gymnastics, (4) playing basketball, (5) playing the piano, (6) swimming, (7) playing football, (8) collecting things, (9) listening to music, (10) reading - After checking answers, play the recording for students to join in and say the words with the speaker.

Exposure • To provide context for the target language through a text or situation

- Read aloud the questions. Check that students understand the meaning of neighbours. Give students time to think of their answers. In turn, students tell the class about their neighbours. Try to ensure that each student says at least one sentence. If necessary, ask questions, e.g. What are the names of your neighbours ? Have they got children? Are you friends with your neighbour’s children?

pre_teach voc • To draw the students attention to the vocabulary used in the topic

KEY WORDS: Places: shop, cafe, factory, garage, supermarket Jobs: butcher, Childminder, cook, factory worker, manager, mechanic - Play the recording for students to listen and read the Key - Students use the Mini-dictionary to check the meaning of Words and then join in saying them. Exercise 3: - Ask students if they have heard of the TV show Coronation Street and, if so, what they know about it. - Read aloud the introduction about Coronation Street in the text. Explain, or encourage students to guess, the meaning of any new words from the context. If you have a large map of England, use it to show where Manchester is. - Students work individually or in pairs, reading the text and matching the Key Words with characters from the TV show as in the example. Answers: Clare Casey /klea 'kelsiz/ - Childminder; Danny Baldwin fdaeni 'boldwm/ - factory, manager; Roy Cropper /ro1 'kropo/ - café, cook, manager; Hayley Cropper /'he11i: 'kmpe/ - factouy, factory worker; Ashley Peacock [aej'liz 'pi:knk/ - butcher, shop; Tyrone Dobbs [tauaun dobz/ - garage, mechanic.

presentation • To clarify the meaning, form and pronunciation of the target language

- Read aloud the instruction. Ask students to look at the text about Clare Casey and complete the first sentence. - Students work individually, referring back to the text to complete the sentences. Students can compare answers in pairs, before checking answers as a class. Answers: 1. live 2.learn 3.go 4.think 5.manages - Ask students: When does the verb end in ’s’? (in the third person singular - he, she, it). Exercise 5: Read the rule with the class. - Elicit from the class which sentence matches which use. (Answers) 1b , 2a . - Ask students to turn to Grammar Summary 1. Read the section on Present Simple Affirmative with the class. Students can then refer to it for revision at home. Exercise 6: Look at the three example verbs (cleans, works, manages) and the three groups with the class. Draw students’ attention to the phonetic symbols for the different endings. Play the recording for students to listen to the three verbs. - Students then work in pairs, saying the other verbs to each other and putting them in the three groups. - Students listen to the recording and check their answers. - After checking answers, play the recording again for students to join in and say the verbs. Some students may have difficulty distinguishing and/or producing the /s/ and /z/ endings in the third person Present Simple forms. Repeating the individual sounds slowly after you and associating them with the sound of a bee /z/ or a snake /s/ may help students .Answers: Group 1: comes, does, goes, irons, lives, owns, reads, studies Group 2: cocks, makes, shouts, speaks, takes Group 3: dances, uses (Practise ) Exercise 7: I Ask one of the students to read aloud the list of verbs. Elicit the first sentence from the class. . Students complete the exercise working individually. - Check answers by asking individuals to read aloud the sentences. Check pronunciation of the third person singular ending. Answers: 1 works 2 go 3 speak 4 manages 5 use presentation 2 : Present Simple Negative Exercise 8: - Students work individually or in pairs, referring back to the text about the TV show to complete the sentences Answers: 1 don’t 2 don't 3 don't 4 don't 5 doesn’t 6 doesn’t - Students underline the correct form in the rules. Answers: We use doesn't with he/she/it. We use don’t with I/you/we/they. - Students turn to Grammar Summary 1. Read the section on Present Simple Negative with the class. Students can then refer to at home for further study

Controlled Practice • To concept check and prepare students for more meaningful practice

Exercise 9: - Students do the exercise, working individually. - Check students’ answers by asking individuals to read the sentences aloud. Pay particular attention to the pronunciation of the s endings. Answers: 1 lives 2 studies 3 reads 4 doesn't watch 5 loves 6 doesn’t like 7 plays 8 go out 9 don’t stay out 10 speaks

Free Practice • To provide students with free practice of the target language

Tell students to look back at the text about the people in Coronation Street. Ask them to choose a character from a TV show that they like and to write three or four sentences about the character. Tell them not to give the name of the character in their sentences. Write prompts on the board, e.g.: I (don’t)live/work/like/go to ...; I’m (not) a ...; I’ve got ...; My best friend/father is . _ Students work individually, writing their sentences. - As a class or in groups, students read aloud their sentences. The other students guess the name of the character and the TV show.


Exercise (10,11)

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