To provide clarification of simple present in the daily life
To provide practice of simple present in the context of daliy life
Procedure (50-62 minutes)
1. I set the scene. 2. I greet the class
1. I tells a story about an imaginary character using different statement of simple present and also the vocabulary of the unit (revision). (This is Kate, Kate is 22 years old and she is a university student. Kate and her family live in an apartment in a city . She goes to cinema on Fridays. She usually listen to music at nights before sleeping. She goes to gym with her fiends every other day. Kate and sister always watch a movie at nights together. Kate does not go to park alone.) 2. I ask students about their typical day and weekend activity. 3. I share my personal daily routines. 4. I give feedback on content.
1. I highlight a sentence with the suject "I" in my speech and draw students attention to it. 2. I ask CCQ CCQ: Does this action happen in the present pr in the past? Is it an ongoing action or a spot in present? Do we use this tense for daily routines? 3. I highlight a sentence with the suject "she" in my speech and draw students attention to it. 4. I ask CCQ CCQ: Does this action happen in the present pr in the past? Is it an ongoing action or a spot in present? Is there any difference between this sentence and previous one? Is the difference related to the verb form? 5. I highlight two negative statements with the subject "I" and "SHE" CCQ: are these sentences negative or postive? Did I use not to make them into negative? Did I add not to the main verb or to DO AND Does? Do I still add S to she when I made the sentence in negative? 6. I uses some sentences with different drilling to expose the correct form more and let them learn through drilling. (CLASS, GROUP, SEMI-GROUP, INDIVIDUAL) CONTROLLED PRACTICE: 7. I ask students to refer to page 25 and do practice 1 individually in 3 minutes. ICQ: which page? Which practice? In pairs or individually? How much time? 8. I ask students to change the sentences in practice 1 with the subjects SHE/HE and write them down in pairs in 4 minutes. ICQ: Do you change the sentences with SHE/HE? Do you write them down? In pairs pr groups? How much time? 9. Teacher monitors and gives feedback on language. SEMI-CONTROLLED: 10 I devide the class into 2 groups of 3 11.I give a list of question to each groups 12. Students should answer to the questions in groups and write down their own answers. 13. I monitor the groups and gives feedback on language. 14. I give feedback on content after group work.
1. I ask a class a question (What do yo do during the week) 2. Students have 1 minute to think about. 3. Each student should at least talk one minute about their weekdays. 4. I record errors and give off-line feedback 5. I give feedback on content.