Meram Osama Meram Osama

Grammar (Present Simple)
Elementary A1-A2 level

Description

This lesson introduces the Present Simple question form in the context of jobs and daily work routines. Through an interview with Jess and her husband, students notice how do and does are used to ask questions. They then practise forming and answering Present Simple questions before using the target language to interview classmates about their jobs or work/study routines.

Materials

Abc English File Elementary p.24
Abc An audio
Abc Pictures of different jobs
Abc English File Elementary p.129
Abc Information gap worksheets
Abc Survey Sheet (Find someone who ...)

Main Aims

  • Identify the present simple tense in the context of jobs and work routines using do and does accurately

Subsidiary Aims

  • Accurately ask and answer questions about jobs and work schedules using the target grammar.

Procedure

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

-Display 5–6 job pictures (e.g. Teacher, doctor, police officer, taxi driver, chef). -Ask students: •What does he/she do? •Where does he/she work? •Does he/she work during the day or at night? -Elicit answers but do not focus on grammar correction yet.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Activity 1a (Prediction) (2 min) -Show Jess and Carl’s picture. Ask students: •Who are they? •What does Carl do? •Does he work during the day or at night? Activity 1b (Reading) (5 min) -Ask students to read the interview and complete the missing questions. -Ask ICQs. -Pair check. -Monitor. Activity 1c (Listening) (3 min) -Tell students to listen and check. -Ask ICQs. -Play Audio 3.8. -Students check their answers in pairs. -Whole-class feedback.

Highlighting (1-2 minutes) • To draw students' attention to the target language

-Ask students to work in pairs and underline all the questions in the interview. -Ask ICQs. -Monitor

Clarification (7-8 minutes) • To clarify the meaning, form and pronunciation of the target language

-Ask students guiding questions: •Which questions start with Do? •Which questions start with Does? •Which questions begin with What? •Which subjects come after Do? •Which subjects come after Does? -Ask CCQs: •Are these questions about now or every day? •Are they talking about routines? •Is Carl working tonight only, or is this his normal job? Expected answers: •Every day •Routines •Normal routine -Elicit the form and highlight: ✓ I/You/We/They → Do ✓ He/She/It → Does -Drill rising intonation in Yes/No questions and falling intonation in Wh-questions.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

P.129 Exercise 3B (a) -Ask students to complete the Grammar Bank gap-fill exercise individually. -Ask ICQs. -Pair check. -Check answers as a whole class, eliciting the reason for each answer. -CCQs during feedback: •Is the subject he/she/it or I/you/we/they? •Which auxiliary do we use with she? •Which auxiliary do we use with they?

Semi-Controlled Practice (5-6 minutes) • To concept check further and prepare students for free practice

Information gap -Ask students to work in pairs. -Give students 2 worksheets (Student A & Student B) -Each student has different missing information. Student A Name Job workplace works at night? Free weekends? Sarah Teacher School No Yes Tom ............ Hospital Yes ...... Student B Name Job workplace works at night? Free weekends? Sarah ........... School .............. Yes Tom Nurse Hospital Yes No -Students cannot show each other the paper. -They ask questions to complete the missing information. -Ask ICQs. -Monitor and provide help if needed. -Then whole class feedback

Free Practice (6-8 minutes) • To provide students with free practice of the target language

Survey Sheet Find someone who… •works at weekends. •studies in the morning. •works at night. •starts work before 8 o’clock. •has Friday off. -Students walk around the classroom asking classmates questions. •Do you work at weekends? •Do you study in the morning?ETC -When they find someone, they write that person’s name. -Ask ICQs. -Monitor. -Then whole class feedback. (Ask who works at weekends? And Elicit “Sarah works at weekends”.)

Web site designed by: Nikue