Present Simple, 3rd Person Singular
by the end of the lesson, learners will have learnt how to use 3rd person singular in the context of daily routine.
reading as a receptive skill to put 3rd person singular into practice in the context of daily routine.
Procedure (20-45 minutes)
I will put two A4 paper on the WB one of them ‘midday’ is written on it and the other one ‘midnight’ is written on it, one of them on the left and other on the right Then I will show them the images, which have time then I will ask them what time is it? When they answer, I will ask them to choose one of the words which has the meaning of the image, then I will divide the class into pairs and give them the words in ex3a on small pieces of paper and ask them to put them in order. After that, I will show them the right order on the board, then I will show them an image of school and put an arrow on the left side of the image which leads to an image of a building and put a question mark on it and ask with gestures ‘what is this?’
I will show the learners the picture of Carol on page 39 and ask them “is she …..?” then I will show them images of Carol on page 37 and ask them “is she …..?” and ask them to fill the gaps on ex3b from the time on the images of Carol on page 38. Then I will put the learner in pairs and them to check their answers then I will ask them to listen to ex3c then I will give them the answer key.
I will ask the Ss to read some sentences to highlight the [s] in the third person singular. I will divide Ss into pairs and give studetns a form to fill. after they figure out the form, I will ask a students to write his answers on the WB to let other correct the mistakes. Finally, I will give the FB.
Meaning: I draw a timeline on the WB and ask learners to put the days of the week on it, then I will ask the learners if Carol gets up at 7:00 on Monday or every day. Form: I will divide Ss into pairs and give them words written on pieces of paper to put these words in order to form a positive sentence. When they finish, I will ask one of them to write the sentence on the board to let other students correct the mistakes. If none of them does, I will. To teach negative: I will show Ss 2 sentences on the WB with [he/she/it] one is negative and the other one is positive and ask them if they are the same.After that, I will show them a sentence and ask them to make it negative, then I will get FB. Pronunciation: Ss will listen to ex5 then repeat. After that, I will ask Ss to do exercise 6 a and when they finish, I will ask them to write their answers in turn on the board to let other correct the mistakes. I will show them the verbs in ex6 b with the phonemic symbols and ask them to listen to ex 6b and repeat.
Language practice: I will ask Ss to answer ex7a, then I will put them into pairs to check the answers, and then they will listen to ex7b to check their answers, if they do not get the answers, I will give them the answer key.