Soner Yaşar Soner Yaşar

Present simple lesson
Elementary level


In this lesson, students will learn about present simple negative and yes/no questions (for I/we/they/you) through guided discovery based on the context of evening and weekend activities. They will also have a chance to practise responding to sentences using "me too" or "me neither". They will be presented with an activity to also review the positive form of present simple.


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Main Aims

  • To provide Ss clarification of simple present (negative and yes/no questions with I/we/you/they), review of simple present positive and practice of these forms to talk about what we do in our free-time in the context of evenings and weekends.

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in talking about free-time activities in the context of evenings and weekends


Lead-in (2-4 minutes) • To set lesson context and engage students

Write "My favourite free time activities" on board: > I go swimming at a sports club. > I visit my parents in the week. > I eat out on Thursdays. > I go to football matches at the weekend. Ask Ss if they are true or false. w/c Ss work in pairs to talk about their favourite free time activities. Monitor unobtrusively.

Clarification (0-1 minutes) • To clarify the meaning of the target language

Ss focus on target sentence on board "I eat out on Thursdays" CCQs: Is this a routine? Yes Am I talking about this Thursday or all Thursdays? All Thursdays Is this a positive or negative sentence? Positive

Highlighting (3-5 minutes) • To draw students' attention to the negative form through guided discovery

Distribute the table for ex. 5a and let Ss examine negative form briefly. Group Ss (in 3s or 4s), then distribute strips of sentence parts (2 sentences per group) Have Ss stick them on board to form negative sentences in present simple tense. Sentences: We / don't / stay in / at / the weekend They / don't / watch / TV / in / the day We / don't / eat out / on / Fridays They / don't / visit / friends / in / the week I / don't / work / on / Saturdays I / don't / do / sport / after / work We / don't / play / video games / in / the week I / don't / go shopping / at / the weekend They / don't / have / coffee / with friends They / don't / go / to / the cinema / very much

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice

Show Ss ex.6a. "Tick sentences that are true for YOU. Make the other sentences negative." ICQs: Are we making all sentences negative? No. Which sentences are we ticking? True for me. Ss work by themselves to complete activity. Monitor to check that Ss are on the right track. After this, in order to clarify "me too", "me neither", "I do", "I don't", have a female student stand in front of you so that all Ss can see. Have her say "I love you" (showing a prompt card), and to show it's mutual, place both hands on your own heart and say "Me too". Have her say "I love you" again, this time to show that it's not mutual, shrug, turn your back and say "I don't" with appropriate intonation. This time have a male student stand in front of you and say "I don't like football", and to show that this is mutual, shrug, show disinterest in topic, and say "Me neither". Have student say "I don't like football", but this time show that you disagree with his statement, with open eyes and enthusiasm for the topic, and say "Oh, I do! I love football!" with appropriate intonation. For ex.6b get Ss in pairs to compare their answers in ex.6a. Tell them to try to use "me too", "me neither", "Oh, I do!", "I don't!" as a response.

Highlighting (2-3 minutes) • To draw students' attention to the Yes/No question form through guided discovery

Ask nominated student(s) various Yes/No questions to elicit "yes" and "no" answers. e.g. Do you watch TV every day? Do you work at the weekends? Do you have lunch every day? Try to drag "I do" and "I don't" extensions from Ss by hinting. Ss work in pairs to complete table in ex. 7a & b

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Have ex.8a on wb through projector. Group different Ss in 3s, or pairs, and have them work as a unit to solve one exercise at a time. Other Ss show thumbs up if they agree, thumbs down if they disagree. Give answer as your own thumbs up, and thumbs down. If Ss' answer is wrong, let the group / pair try again. If time is left, Ss work in pairs to ask each other the questions in the exercise, and give answers related to their life. Praise good work!

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