Yavuz Mustaoglu Yavuz Mustaoglu

Habits May 4th
A1 level


In this lesson, the class will study Present simple endings (-s, -es) and adverbs of frequency in the context of habits.


Main Aims

  • To provide clarification of and practice with Present simple: -s, -es endings in the context of routines

Subsidiary Aims

  • To provide clarification, review and practice of meal words and adverbs of frequency in the context of eating habits


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

Establish the concept of daily routine by talking about yours. (Watch TTT) T-W/C Put the Ss into pairs and ask them to say 3 things about their routines to each other. PW (Keep this stage short to avoid timing problems and make sure to give clear instructions.)

Grammar: Present simple -s / -es endings (8-10 minutes) • To clarify the form and pronunciation of verb endings -s and -es

Hand out (Difference) and project it. Ask the students to work together to scan the texts and spot the differences. When they finish ask them to complete the tables. PW Write the answers on the board and nominate students to say the verbs with endings and drill pronunciation. S-WC Put the students into groups, project p.46 and ask them to write sentences about Carla. GW Check to see if they can use the endings -s and -es correctly. If there is a mistake, indicate it and prompt self correction. T-S, T-W/C

Vocabulary (8-10 minutes) • To clarify and practice the adverbs of frequency in the context of meals

Project (English Unlimited pp.46-47, slide 3) Elicit the meaning of the word "meal" and the names of meals (breakfast, lunch, dinner) T-W/C Ask the students to listen to 4 people talk about their meal routines and pay attention to who says the sentences. Play 2.3 twice and check answers. T-W/C, S Draw attention to word stress on "sometimes, never, always, usually" (Drill) T-W/C Play 2.3 and ask the students to fill in the gaps. Replay to check. T-W/C Ask the students to write the adverbs on the scale. Elicit with anecdotes and examples if help is needed. T-W/C, S Model 2a and ask the students to make the statements valid for themselves. T-WC, S Ask students to say what they do using the adverbs and then nominate a classmate to to the same. S-S

Controlled Practice (8-10 minutes) • To provide students with controlled practice with endings and adverbs of frequency

Put students into groups with stronger students distributed among groups. Distribute "Endings and adverbs" sheet face-down. Ask them to do the exercises on the handout and set a time limit. First group to finish shouts "AWESOME" GW Project the answers. SS-WB

Freer Practice (8-10 minutes) • To provide students with freer practice of present simple endings -s, -es

Project the bingo game on the board and distribute the handouts. Put the students into two teams and model a sentence to clarify the activity. GW

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