Amir Amir

Simple Present + Interested in
Elementary level

Description

In this lesson, Ss learn about the structure and usage of simple present tense through two gap-fill activities in the SB. The lesson starts with a gap-fill activity in which Ss identify how to use the tense in plural and also third person singular forms. This is followed by a listening to check the answers and then a separate gap-fill activity in which Ss should differentiate between plural forms and third person singular ones. Finally, there is some controlled practice through writing five sentences about their families using simple present tense and the verbs have, live, speak and stay. In the second part, Ss will practice some other structures learnt in the previous lesson, i.e., they will practice how to express their interests, desires and willingness using the structures interested in + something, would like to + verb and want to+ verb. To achieve this aim, they will have a matching activity related to the previous page and then check their answers. Afterwards, they will have a controlled practice to write about their own interests and desires. Finally, Ss will have a freer practice speaking about their classmates’ interests and desires.

Materials

Abc Self-designed flash cards
Abc Gap-fill activity from SB

Main Aims

  • To teach simple present structure and also practice the structure of "Interested in + sth" while writing a profile. To make sure that students can correctly use the simple present tense and are able to add “s” or “es” to the verbs when using third person singular pronouns “he”, “she” or “it”.

Subsidiary Aims

  • To help Ss know the structure and usage of simple present tense properly and enable them to use their knowledge in practice. Also, to help them practice how to express their interests and desires.

Procedure

Lead-in (3-5 minutes) • To set lesson context and engage students in using simple present tense in a proper structure and situation

- Start the class with some motivating sentences using simple present tense (e.g: I love football) and elicit the same structure from the Ss (what about you?) - On the board, write the sentence prompt I love _________. Give the class several examples of things they love, using the prompt. Then ask four volunteers to complete the sentence, writing their responses on the board. The responses can be anything they like a food, a celebrity, a pet, a TV show, etc. Have each student say their sentence to the class, followed by the class repeating it in the third person singular. Hold up the S sign when the class repeats, to remind them of the rule. Conclude the round with the statement “Everybody loves Saturday night!"

Exposure (3-5 minutes) • To give students an idea of the “I” and "S/he/it" presentations of simple present tense.

- At first, T presents the use of simple present tense and the word ‘every day” using “I”. (E.g. I do homework every day). Then he applies simple present tense and the word “every day” using "she", “he” or “it”. (E.g. He does homework every day) and clearly presents the difference between the above two. - T seeks choral response from the students and uses more examples to illustrate the above.

Highlighting (7-10 minutes) • To draw students' attention to the target language and let Ss know what to do in the activity.

- T gives clear instructions and a demonstration about the activity (The theme of the activity is to guess what he or she does every day). - T asks Ss to mime something they do every day. Other Ss guess what the action is through making sentences with simple present structure. - T asks one student to come out and draw a card. The student is requested to act out the action written on the card (e.g. getting up at 8 o'clock everyday). The rest of the students are requested to guess what that particular student does every day. Students are required to tell in the following way: "He gets up at 8 o'clock everyday."

Controlled Practice (10-13 minutes) • To concept check and prepare students for more meaningful practice

- Ss complete activity 4a at page 21 and read their answers to the class. Then they listen to the audio to check the correct answers. - Ss fill in the gaps in activity 5 and read their answers to the class. T corrects them if needed. - T asks Ss to work in pairs and write five sentences about their own families using simple present tense (verbs: have, live, speak and stay). Then they read their sentences. Afterwards, each S says what another student has written to practice third person singular.

Free Practice (5-7 minutes) • To provide students with free practice of the target language

- S are requested to write five sentences with simple present structure and any verb they want to. Other students make third person singular forms with the sentences.

Practice how to express interests and desires (12-15 minutes) • In the second part, Ss will practice some other structures learnt in the previous lesson, i.e., they will practice how to express their interests, desires and willingness using the structures interested in + something, would like to + verb and want to+ verb. To achieve this aim, they will have a matching activity related to the previous page and then check their answers. Afterwards, they will have a controlled practice to write about their own interests and desires. Finally, Ss will have a freer practice speaking about their classmates’ interests and desires.

- T warms up the class using some sentences which express interest, desire and willingness (e.g. I am interested in classic movies. / I would like to go on a picnic. / I want to visit Adalar in Istanbul next weekend.). Then he checks to see if Ssremember the structure already taught. - T asks Ss to work in group and look at page 20 to find the sentences which express interest, desire and willingness (interested in + something / would like to + verb / and want to+ verb). - Ss read their sentences. Then activity 1 at page 21 is completed and Ss check their answers with each other. - Ss are requested to work in group and write sentences about their interests and what they like. - Ss are requested to write their personal profiles and read them to the class. Other students help to correct the mistakes if needed.

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