shiam shiam

Lesson plan - outline
A1 (Beginner) level

Description

In this lesson, the students will learn the present simple tense in the context of daily routine activities, using the affirmative and negative form. The lesson will start by a song as a warm up, as the song focuses on the present simple tense. Then the students will take a text and underline the words in the present simple tense. The teacher will explain the present simple rule accompanied with markers. Then they go through controlled, semi-controlled and free practice activities.

Materials

Abc • Vocabulary, Elementary, Longman.
Abc Reading : "lucy's daily routine on weekdays", https://elementaryenglishspeakers.wordpress.com/2013/0
Abc song from YouTube - https://www.youtube.com/watch?v=OMOGaugKpzs
Abc white Board
Abc Printed Pictures
Abc PowerPoint Presentation - Whiteboard
Abc Handout
Abc Song on youtube

Main Aims

  • Grammar: Present Simple in the context of daily routine activities, e.g. I go to work every day.

Subsidiary Aims

  • Reading: The learners will read a text about lucy's daily routine on weekdays, and will answer questions for gist and questions for details.

Procedure

Warmer/Lead-in (1-3 minutes) • To set lesson context and engage students

• 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?

Pre-Teaching (1-3 minutes) • To teach the blockers in the reading text

• 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.

Exposure- Exposure: Reading for gist. (3-5 minutes) • To provide context for the target language through questions for gist.

• 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.

Exposure: Reading for details (3-5 minutes) • To understand the text and the target language through more questions for details.

• 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.

Highlighting (3-5 minutes) • To draw students' attention to the target language

• 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.

Clarification (4-5 minutes) • To clarify the meaning, form and pronunciation of the target language

• 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)

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

• 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.

Semi-Controlled Practice (4-5 minutes) • To concept check further and prepare students for free practice

• 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.

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

• 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.

Wrap-Up (2-3 minutes) • The end of the lesson, where you wrap up a lesson and help students organize the information, which they learned in this lesson.

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

Web site designed by: Nikue