• Play a part of a song that uses the present simple tense. • Ask them to answer in pairs the questions on the board that are related to the song. • Discuss the answers with the whole class. Ex: what is the main idea of the song? What they like and dislike in the song? Does it discuss something that happens in the present?

• Divide the students into pairs. • Distribute handouts that include the most difficult and important vocabulary. • Ask the students to complete the sentences with the suitable word from the brackets. • Peer correction: Each pair of students will correct the answer for the other pair and discuss it all together.

• Divide the class into pairs, and each pair will be asked to read a text in the present simple tense, and answer questions to understand the main idea of the text. E.X. Read the text and put right or wrong. - The text talks about what Lucy usually do in her day. - The text showed details for Lucy's day. • Peer review: each pair of students will correct the answers to another pair. • Discuss the answers with the whole class.

• The teacher asks the students to read the text again focusing on the details. • In the same groups the teacher asks the students to choose the correct answer after reading the text. Ex: what does Lucy do everyday in the morning? - She drinks coffee. - She go to the gym. - She listens to the radio. • Peer review: Then each pair of students will correct the answers to another pair. • Discuss the answers with the whole class.

• The teacher divides the students into pairs. The teacher asks each pair of students to underline the verbs, that show that the action happened in the present simple.(in the same text) - Ex: she listens to music. (the students underlines the verb "listens") • To ask the students in pairs to underline the words that show that these actions happens in the present. - Ex: every day and usually. • Discuss the answers with the whole class.

• The teacher writes a marker sentence on the board, and then asks a student to read it. • The teacher starts to ask the students about the meaning of the sentence. • The teacher draws a time line that shows the present simple, and motivate the students to conclude the grammar rule. • The teacher stresses on the form of the verb throughout asking the students questions that help them to understand the form of the verb. Ex: why we put "S" at end of the verb. And why in other examples we don't put "S". • Drill the sentence with the students chorally and individually from backward to forward. Repeat the previous steps in the negative form (don't- doesn't)

• Ask the students to work in pairs. • Distribute McQ questions among the students, and ask them to choose the present simple tense. • Peer review: Then each pair of students will correct the answers to another pair. • Discuss the answers with the whole class.

• Divide the class into two groups. • Give each group 3 photos, and ask them to describe each picture using the present simple tense. (in the affirmative and negative forms) • Ask them to stick the pictures and the sentences on the board. • Ask each group to read and correct the other group's answers. • Discuss the answers with the whole class.

• Divide the class into pairs. • Ask each pair of students to write a dialogue between a TV. Presenter and a guest who speaks about his daily routine in weekdays. • Ask each pair of students to present their work. • Ask the rest of the class to say their comments on the students who are presenting.

Ask the students to wrap up the lesson, in order to make sure that they understood the whole lesson clearly.