Apryl Haynes Apryl Haynes

Straightforward Elementary Present Simple
Elementary level


In this lesson, students will be introduced to present simple via various practice exercises and listening tasks.


Main Aims

  • To introduce and give students practice in Present Simple – yes/no questions & short answers in the context of typical friends.

Subsidiary Aims

  • To provide gist listening practice using a text about typical friends in the context of friends


Warmer/Lead-in (9-10 minutes) • To set lesson context and engage students

Tell the students they will ask you questions to try to get you (the teacher) to say, "Yes, I do." or "No, I don't". They will use the phrase "Do you...?" to ask their questions and to use present simple. Do a couple of examples with them to check their understanding and post pictures of people doing typical tasks (ex: driving, eating, exercising, etc) to prompt some ideas from them. Pairwork: Have the students do the same activity in pairs. Monitor. Feedback: Provide feedback by asking what they found out about their partners. Tell the students that they were using present simple. Remind them of the previous lesson in which they learned that present simple is used to tell stories that are not true (such as Romeo & Juliet) and tell them that present simple is also used to talk about habits/ things we do all of the time (as they just practiced).

Exposure (9-10 minutes) • To provide context for the target language through a text or situation

Use/ refer to the previous listening exercise (play again if you feel it's needed, Amine will have just played it for them). Use the sentences/ worksheet previously used in ex 3 for ex 4. Ss do ex 4 alone - Tick or cross next to the statements. Tick if you agree. Cross if you don't agree. (Demonstrate this for them before pairing them off.) Pairwork: Ex. 5 - Students compare their ideas in pairs. *Do not take feedback at this stage.*

Highlighting (4-5 minutes) • To draw students' attention to the target language

Use one of the statements (from ex 3) to elicit a Yes/No question & short answer. Drill for pronunciation. As a class - use the board & encourage students to make Yes/No questions based on the statements from Listening ex 3. Ask these across class in open pairs to get feedback on their ideas from the previous stage (ticks & crosses/ agree or disagree) & give some controlled oral practice.

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

Analyze the form of the questions on the board. Elicit as much as you can from the students.

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

Give the students a gist/ listening exercise. Tell the students they will listen to the recording and answer the question "What are the man and woman talking about?" Play recording 1.38 (ex 2) and then ask the students what they think the answer to the question is ("What are the man and woman talking about?"). Have the students work on the questions in ex 1 alone. Pairwork: Have the students peer-check. Feedback: Provide Feedback about their question formations.

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

Exercise 3 - Place students in pairs to practice asking and answering the same questions from ex1 & the listening exercise. Monitor and pay attention to their pronunciation. Feedback: Write some of the things you heard them say on the board. Discuss and correct.

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

Exercise 4 - Have students focus on “you” questions using the statements from the first stage. Before pairwork, drill some of the questions again if needed. Pairwork: Have them mingle and ask and answer each other. Monitor for their accuracy. Feedback: Provide on what they found out about each other.

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