To provide practice and clarification of simple present in the context of daily routine
To provide practice and clarification of language used for simple present in the context of daily routine
Procedure (40-60 minutes)
1. Teacher asks students what they do everyday 2. Teacher gives feedback on content 3. Teacher highlights her daily life and make students curious about it 4. Teacher plays a short clip of her daily life using the target grammar 5. Teacher asks students ideas 6. Teacher shows some PowerPoint slides of a celebrity daily life and uses third person subject. 7. Teacher gives divides students into two groups (A&B), tells them 'you are a, you are b' to every other student. As join together and make a group and Bs join together and make another group 8. Teacher asks students to write down 5 sentences they remember about the celebrity's routine in 3 mins. 9. Teacher monitors groups 10. One student voluntarily read out loud the sentence. 11. Teacher gives feedback on content. IQCQs: a. Are you going to take notes about the clip? b. A, B/ A, B/ A,..? c. How many sentences are you going to write? d.How much time?
1. Teacher elicit 2 sentences from her daily life and the PowerPoint slides preferably with the same verb to highlight its difference in 2 sentences. (I GET up at 6.30/ Ronaldo GETS up at 9) 2. Teacher repeats the sentences two or three times and draw students' attention to them. 4. Teacher asks questions to elicit the meaning of simple present in the case of tense 5. Teacher drills the sentences (choral, individual, semi group and group) 6. Teacher uses single-slot substitution, multiple-slot substitution and transformation to have more exposure of the grammar 7. Teacher asks different questions about the sentences to elicit the grammatical point of it and explains it.(mentioned in CCQs) 8. Teacher sticks 3 different cards on the board (? --, +) and writes different form of the sentences in simple present with the help of students. 9 .Teacher gives feedback on language according to the target 10. Teacher gives each student a worksheet and students should do it as a controlled practice, teacher answers the first one as a model (attached in material) 11. Students check their answers in pairs. 12. Teacher gives feedback on language and check the answers 13. Students stay in their previous groups (A&B) 14. Teacher gives each group a board game as a semi-controlled practice (explanation of board game below) it is a LUDO game, students take turn in their groups, roll the dice, move their nuts based on the number of the dice (each student has one) and they should do what each step say. For example, one of the steps has the verb (go/she/+) the student should make the sentences 'she goes to school’. 15. Teacher explains the instruction and models 16. Teacher monitors the groups' play and give feed back on language after this step. ICQ: a. How much time to do your worksheet? b. Are you gonna check answers in pairs or groups? c. Are you gonna play board game in pairs or groups? d. Are you gonna take turns in rolling the dice? e. Are you gonna move your nuts according to the dice number? CCQ: a. ‘I play football’ Is it an action in present? or past? b. Does it happen regularly or right now? c. What are the time phrases we can use? d. Do we use Do/Does in making questions and negative statements?
a. Teacher gives each students some occasions fr example: A TYPICAL FRIDAY b. Students think what they usually do in that occasion (1min) c. Students stand up and mingle around to talk to their partners about their typical Friday, students should change their partners when teacher says change (teacher monitors and records errors) d. Teacher asks some students to report what heir friends do e. Teacher gives feedback on content and language. ICQ: a. Are you going to think about your action on a typical Friday? b. How much time to think? c. Do you share your ideas with a partner? d. Do you change your partners when teacher says ‘change’?