Hossein Hossein

verb phrases, simple present, English File 3rd Edition, page 20
elementary level


In this lesson, Sts learn about simple present through guided discovery based on a reading text about foreigners' opinions about Britain. The lesson starts with verb phrases about daily habits and routines and is followed by a reading about foreigners' opinions about Britain. There is guided discovery of Present Simple and controlled practice and freer practice through a game.


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Main Aims

  • To provide clarification of language used for verb phrases regarding everyday routines and habits used in simple present tense in the context of opinions about Britain

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of opinions about Britain


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

-The Teacher shows some photos of iconic London scenes -He creates pairs and groups and allows the Sts time to guess which city they are referring to. -He elicits the answer "London".

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

-The teacher asks Sts to do exercise 1 - The teacher asks the Sts to write the correct answers on the board -He pre-teaches the necessary words for the reading -He forms pairs and asks the Sts to write one opinion about Britain -The Sts read them aloud -He writes the four opinions in the book on the board and asks the Sts to find out if they are true or false according to the text. -He has a wc fb

Highlighting (2-4 minutes) • To draw students' attention to the target language

-The teacher asks the Sts to look at the highlighted verbs and say some of them out loud. -He asks the Sts to find out why there are "s" at the end of some of them. -He elicits the answer. -There is whole class fb.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

-The teacher hands out "guided discovery" and asks the Sts to do part 1. -The Sts do parts 2 and 3 later on. -The teacher hands out the answer key. -The teacher writes the model sentence on the board and and practices the stress pattern.

Controlled Practice (12-15 minutes) • To concept check and prepare students for more meaningful practice

-The teacher uses the exercise of page 153 as the controlled practice. -The teacher creates two groups and plays board rush. -The teacher puts the pictures on the board and asks the Sts to write the correct verb next to the picture. -The group that finishes faster win, if they have the correct answers. -Then the Sts in each group write a few sentences on a piece of paper and swap with the other group and corrects any mistakes. -The teacher has to monitor closely.

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

-The teacher plays a game to facilitate the use of the TL. - The teacher creates pairs or groups where applicable. -He asks one in each pair to say two true sentences and one false one to the other. -The other St should guess which one is false and share it with the class. -The teacher monitors closely and writes some mistakes on the board for delayed error correction.

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