Mohadese Eskandari Mohadese Eskandari

Grammar (Simple Present)
Elementary (E1) level

Description

In this lesson, students are going to learn about simple present through 'Engagement, Study and Activation (ESA)'. Simple present is covered with clarification, explanation and exemplification of its 'Meaning, Pronunciation and Form (MPF)'. The introduction task of this grammar initiates with an indirect exposure of grammatical points in 'E' phase, the explanation of grammar points and guided practice for confirmation in 'S' phase and stimulating student's learning in 'A' phase through a free practice.

Materials

Abc cross words
Abc a set of verb cards
Abc simple present worksheet
Abc subject cards
Abc OHP
Abc daily life of two people slides

Main Aims

  • At the end of this task, students will be able to use simple in the context of daily life

Subsidiary Aims

  • To provide clarification and practice of negative statements and question forms of simple present

Procedure

Lead in / Warm up • To build rapport

1. Teacher sets the scene (worksheet, laptop, books and other materials). 2. Teacher greets students.

Engagment (10-15 minutes) • To sustain students intensest and prepare their mental status for target grammar lesson

1. Teacher shows two different pictures including 2 different daily routines of different people (one of them: busy life style. the other one: free life style) 2. Teacher uses sentences with simple present tense to talk about pictures in order to expose the grammar to student 3. Teacher asks students to share their ideas, comment on two people's daily life and say which style is nearer to them. 4 .Teacher talks about his daily life to engage students emotionally. 5.teacher gives feed on content where needed.

Study (20-30 minutes) • To provide students with explanation and details of the target grammar through meaning, form, pronouciation

1. Teacher elicits one sentence of his speech about his daily routine (with the subject 'I') and another sentence from the slides (with a third person subject) and draw students attention and highlight them by repeating. 2. Teacher arise a challenge by asking questions about the simple present tense meaning (Concept Checking Questions questions). 3. Teacher goes through confirmation of the tense pronunciation by individual, semi group and group drilling (tricky verbs like watch involved). 4. To expose the grammar me, teacher shows subjects cards and ask students to replace the subject with the subject in the sample sentence (online correction for removing mistakes). 5. Teacher writes a sample sentence on the board for transforming it to questions and negative form. 6. Teacher write other sentences and transforms it to other forms with student's assistance. 7. Teacher gives simple present mixed exercise worksheets to students to do. teacher gives instruction of how to do exercises. 'CONTROLLED PRACTICE' (4 min) 8. Teachers asks students to check their answers in pairs. 9. Teacher gives feedback o language and provides more explanation where necessary. 10. Teacher gives each student a piece of colorful paper (colors are whether red or blue), afterwards reds join together and blues join together as well (each group 4 members). 11.Teacher gives each student group a set of daily routine cards and a crossword (different cards for each group) 'SEMI CONTROLLED PRACTICE" 12. Students should write the name of each card in the crossword 13. Each row of the cross word has a mark in front of. 14 . Students should put the verb in a sentence based on the from(e.g:_ students should make negative statements) 15. Each group has a writer to make and write down the sentences.(5 mins) 16. Each group chooses a reporter to go to the other groups to say the written sentences. 17. Teacher Monitors the group works and records errors. Concept Checking Questions: ✔ 'I study English five times a week', Is it happening now or regularly? ✔ Do we add 'not' to DO or DOES to make negative statements? ✔Do we add 's' to the verb when we have SHE or HE in question form? Instruction Checking Questions: ✔ Should you replace the subject card I show with the sample sentence subject? ✔How much time to do the worksheet exercise? ✔ Do you check answers in pairs or groups? ✔Who has red paper? ✔Do reds join together? ✔ Do blues join together? ✔How many members in each group? ✔Do you put the verb of each card in the crossword in each group? ✔Do you put the verb in the sentence from each row wants? ✔How many writes in each group? ✔How much time to make and write sentences? ✔How many reporters in each group? ✔Do reporters go to the opposite group and read the sentences for them?

Activation (10-15 minutes) • To provide students with the opportunity to activate what they learnt through a free practice

1. Teacher asks students to think about their typical summers. (2 min) 2. ONION RINGS: Teacher asks 5 students to make a circle with their back to each other 3. Teacher asks the other five students to make another circle around the first circle with their face in front of them. 4. The inner circle members should asks their face to fave partner "WHAT DO YOU DO EVER SUMMER?" 5. The outer circle answers the questions. 6. The outer circle should rotate around when teacher says rotate. (This process goes on about 4 min ) 7. Teacher monitors students and records mistakes 8. The inner circle member should report one of student's typical summer using third person subject. 9. Teacher gives feedback on language and content. ICQ: ✔ Should you think about a typical Friday or a typical summer? ✔How much time to think? ✔ Should stand back to each other or face to each other? (T asks the first 5 member of inner circle) ✔Should stand face to face with inner circle?T asks the first 5 member of outer circle) ✔ Who rotates? inner circle or outer circle? ✔ Who asks what you do every summer? Inner or outer? ✔Who answers? ✔Does outer circle rotate? ✔Does each member of inner circle report one of outer circle member summer?

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