Michael Michael

Present Simple lesson
Elementary A1/A2 level


Present Simple + (I/ you/ we/ they


Abc ex 9
Abc ex 8
Abc ex 7
Abc ex 6

Main Aims

  • To provide practice of The simple present in the context of daily routine

Subsidiary Aims

  • integrated skills


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

Write daily routine on the board and underline it. ask the students some questions related to their daily routines in the present simple using the vocabulary they just learned. 1) What time do you get up? I get up at... 2) What time do you sleep? I sleep at... 3) When do you go to work? I go to work at... 4) What time do you go to school? I go to school at... 5) When do you eat lunch? I eat lunch at... 6) What time do you get home from work or school? I get home at...

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

Put the simple present positive, negative, and question form of I/you/we/they on the board showing an example of each form. Begin and complete exercise 6 alone

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

Group students into pairs of 2 or 3 if there's and odd number and have them ask each other "what is your daily routine?". They can then take turns reading what they wrote to each other. introduce exercise 7 write on the board ( Which answer do you think is correct about our class) We finish class at 8/9. We begin class at 6:30/7. chest the work sheet and point and say "read" "answer" check in groups play listening R3.2 to check

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

Chest exercise 8 with the form of the grammar clearly highlighted and instruct students to put part b into the chart part a. They can complete it in pairs

Report (6-8 minutes) • To allow students to report on how they did the task and how it went

While they are doing that prepare an example on the white board of how to complete exercise 9. give an answer key for exercise 8 and they can check in groups

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

do an example on the board of exercise 9 with the class. Then give them exercise 9 and let them complete in pairs or small groups. Check with a listening Highlight the weak form of do you in "where do you live" practice as a group

Language Practice (8-10 minutes) • To provide students with practice of the task language

Put students in pairs to practice asking and answering the conversation in exercise 9

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