Present Simple in the context of relashionships
To provide clarification, review and practice of the present simple in the context of relationships
To provide accuracy speaking practice in a conversation in the context of relationships
Procedure (38-46 minutes)
Show Ss a picture which says "Life is better with friends". Ask them if they agree. Later show four more unfinished expressions about relationships and have Ss to write the continuation for them according to their opinion. Do a demonstration by giving personal answers. Ss will try to finish the sentences individually. For a peer-check organise Ss in pairs and let them share what they have written. As W/C FB ask Ss to read a few sentences.
Use the excerpt from the quiz used at the previous lesson to continue with the same context. Show it on the board. Ask Ss to find verbs in the present simple form. Ss highlight the verbs on the board.
Explain to Ss that they will be given a worksheet to work out the rules about the present simple tense by themselves. They will do it step by step. Tell to start with meaning. After that ask CCQs to check how Ss understood the concept of the TL. Later continue with form and pronunciation. For pronunciation part play the recording from Straightforward SsBk. Put off working on the last part about adverbs of frequency. Do it after the Semi-controlled practice activity. Ss gradually work on MFP. They do it in pairs. W/C FB: CCQs, highlighting the form, drilling.
Tell Ss that they will practice question form of the TL and also the correct order of questions. They will do it in a form of a competition. Do a demonstration on the board with the cut-up material. Ask two Ss to come up to the board and rearrange the sentences correctly. Encourage them to do it fast and compete. After that divide the class in three groups, give the cut-up material and have them do the rearrangement. Have two rounds. Congratulate the winning team. Ss will rearrange the words in the correct order on order to make questions in a form of a competition. As the next step, show the answers on the board and have Ss work in pairs and ask each other these questions about relationships. Monitor - note down the mistakes W/C FB - error correction
At this stage ask Ss to work out the rule for using adverbs of frequency. Get the use the GD worksheet and do the last part. Check their understanding. Later have Ss do ex.3 from the SsBk on their own. Ask them to make questions and later ask this questions in the whole class by nominating each other. Ss work with the GD worksheet. Later as a class we check their understanding. Then they fulfil the task to practice that TL. Later they ask questions that they made from the sentences.
For the next task write the categories on the board: likes, dislikes, favourite books and films, habits, types of holidays, plans for the future. Give out some paper. Tell that Ss can make notes if they wish. Give them 1 minute to describe their likes, habits, interests. Then ask Ss to walk around and talk to other students about themselves. After 1 minute ask Ss to find a new partner. After they have spoken to three people, ask them to tell the class which partner they spoke to had the most similar interests. Do a demonstration for Ss to understand it well. Ss make notes, later walk around and exchange information about each other. Monitor. W/C FB - Learn who among the Ss have the most similar interests.