Ali DUR Ali DUR

Present Simple: positive and negative (he/she/it)
Elementary level

Description

In this lesson, Ss learn how to make positive and negative sentences in Simple Present Tense for he, she and it. They will also be introduced the spelling rules such as -es, -s and -ies.

Materials

Abc Powerpoint by Teacher
Abc HOs
Abc Coursebook

Main Aims

  • To provide clarification and practice of positive and negative in Simple Present Tense for "he, she and it" in the context of free time activities

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of free time activities

Procedure

Warmer/Lead-in (6-7 minutes) • To set lesson context and engage students

Put Ss in pairs and give them 1 minute to check if they remember Trevor's activities. Take notes on the board. Have Ss discuss what they think Polly does in her free time for 1 minute. Ask them how she fells as follow-up elicit "bored" as an extra adjective. Drill the sentences Ss come up with.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Have Ss look at the sentences in Ex. 5a and have them decide with a pair which ones are positive and which ones are negative. Highlight what "Infinitive" is and circle the infinitives for Ss to see. Have Ss complete the rules with a pair and give w/c FB. As CCQs, ask them "I, you, we they; for negative, we use ....?" Do I put an "-s" to the verb for I, you, we, they? No.

Highlighting (8-10 minutes) • To draw students' attention to the target language

Have Ss look at the board on the PPT slide and have them put the verbs in the correct category for 2 minutes. Pick one of the verbs from the box and show Ss an example of what they are supposed to do. Have the pairs stand up and complete table one by one. Keep everyone standing in front of the w/b and check their answers together. Have them sit down and this time give them 2 more minutes to find other verbs to add to the table.

Clarification (4-5 minutes) • To clarify the meaning, form and pronunciation of the target language

Play the audio file for Ex. 6b and have Ss drill the correct pronunciation of the words. Do lots of drilling as w/c and individually

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

Have Ss read the paragraph and answer the questions "where do they work? what do they do in their free time?". Give them 1 minute. Do w/c FB. Have Ss fill in the gaps ALONE another two minutes. Monitor as they go along. Have them check answers in pairs first and then check answers with class.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Match Ss with a new pair. Tell them "no talking" yet. Show them the sentences on the board and have them fill in the sentences about their partners. They'll have to make guesses here. (2 minutes) (Show them an example) Make two lines of Ss with partners facing each other. Have Ss ask Qs to their partners to check their answers. How many correct guesses? (2 minutes) Move a student to the other end of the line so that Ss face a new partner now. Have them tell their new partners about their previous partners as in the example. (Kübra goes swimming, but she doesn't play tennis etc.)

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