Mahdiyyah Mohamed Mahdiyyah Mohamed

Grammar and Speaking - Present Simple Tense
Beginner level


This lesson is focused on present simple tense questions, their grammatical form and developing productive skills (i.e. speaking and writing) of Present simple questions. A few basic vocabulary will be introduced to set the context and meaning of the questionnaire students will be required to complete.


No materials added to this plan yet.

Main Aims

  • To provide clarification of the present simple questions in the context of home, work and family

Subsidiary Aims

  • To provide listening, speaking and writing practice of the present simple questions, and in addition to develop students vocabulary and comprehension skills


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

Students will be introduced to the new vocabulary by eliciting answers from them with regards to what they think a particular picture is. The answers will then be provided for them. In addition, the context will be set in this stage, whereby students will identify the questionnaire they are expected to complete.

Exposure (5-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

Draw attention to Exercise 2 on page 44 and the questionnaire to be answered. Pair students with a partner and say "look at exercise 2 and answer the questions below with your partner" (use gestures and hand movement to indicate what you're talking about) Do two examples on the whiteboard with them (elicit answers from them), and in addition, clarify that students know what to do by giving them a question about the instructions with two choices and gauging if they know what to do in the exercise.

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

In this stage, the 'Grammar' box on page 44 will be explored. Students will provide answers for the grammatical structure of the sentence, by writing up the sentences on the whiteboard and asking students to tell you what the grammatical structure is (i.e. "subject" or "infinitive")

Productive Task(s) (15-18 minutes) • To provide an opportunity to practice target productive skills

Focus students on exercise 3 of page 44. Illustrate and complete two examples with them (elicit) on the whiteboard. Then provide instructions for individual work and thereafter pair checking. Finally, provide answers for exercise 3 on the whiteboard by indicating the question letters on one side (a-j) and the corresponding answer next to it.

Feedback and Error Correction (7-9 minutes) • To have students practise their pronunciation and provide feedback on students' production and use of language

Give instructions regarding audio recording "we're going to listen to a recording now, listen carefully" Play recording once and let students listen Play recording a second time and have them repeat after, check pronunciation as they repeat. Practise drilling (pronunciation) of questions in Exercise 3, first chorally and then individually.

Student Interaction (7-10 minutes) • To enable the functional use of the lessons content and allow students to practise with one another

Using exercise 4, give instructions to students to "Pair up with a partner and ask each other 4 questions from this section" (point towards exercise 3 and indicate with hands that they should partner with someone) Don't get involved with this student interaction, monitor from afar.

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