Sevda Sevda

Present Simple-Life in the USA
Beginner level


In this lesson Ss will produce written and spoken language in Present Simple Tense.


Abc Gap-fill Handout
Abc 'True for Me' HO
Abc WB
Abc Projector
Abc Images

Main Aims

  • To provide product writing practice of a paragraph in the context of 'about me'.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of 'about me'.


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

The title of the first part in this lesson is "Life in the USA", so the teacher introduces the topic by using some photos. First, he/she shows the photos of a few country and ask Ss which countries they can see in the photos. Then the T shows photos of the USA, which show the less known parts of the USA first, and then more familiar ones. The T asks "Where is this place?". Ss try to find out. Once they find the correct answer, the T introduces Richard from the USA to Ss.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

The teacher gives the HOs with a gap-fill activity. Ss fill in the gaps with the positive(+) and the negative(-) form of 'like, have, live, work, or study'. Ss do the exercise on their own, then compare answers in pairs. The teacher projects the AK on the WB.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

First, the teacher models the activity. The teacher projects the sentences on the board, and tick the one that is true for him/her. He/She makes the other sentence negative. Then the T asks an individual student whether the the positive or negative sentence is true for him/her. Students do the exercise on their own. After they finish this part, Ss work in pairs and take turns to say their sentences to each other. Ss also decide how many of their true sentences are the same. Finally, the T asks each pair to tell the class two sentences that are true for both students, for example, 'We don't work in an office., We like Italian food.', etc.

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

Ss write a paragraph about themselves using the language from the lesson. It will be similar to Richard's paragraph in the Exposure stage. The teacher tells students to copy the text but write about their own lives.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

The teacher wants the students to stick their piece of writing on the WB. Then she tells them to stand up and pick a writing and correct mistakes if they can find by using a pencil. Teacher monitors. If she finds any mistakes, delayed error correction.

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