Thomas Dowling Thomas Dowling

Teaching Practice 4
Elementary level


The focus of this lesson is upon grammar, specifically the use of the Present Simple (positive and negative). The grammar will be taught via a controlled-practice (based on the exercises in the Student Book) that will lead to some semi-controlled speaking practice towards the end of the lesson.


Abc Student Book HO

Main Aims

  • To provide clarification and practice of Present Simple (positive and negative forms) in the context of Away from Home

Subsidiary Aims

  • To provide fluency speaking practice in a short conversation in the context of Away from Home


Warmer/Lead-In (2-3 minutes) • To Introduce Ss to Present Simple grammar (positives and negatives)

T writes a short riddle on the board: 'He walks a lot. He holds a heavy bag. He knocks on doors. He doesn't like dogs.' T then divides the Ss into pairs using 'don't' and 'doesn't' for groups names (T tells the Ss to listening carefully...) T instructs Ss to spend 1-2 minutes talking to their partners about who 'He' might be. T elicits answers ('He' is a postman).

Clarification/MFP: Ex.5 (14-17 minutes) • To teach the students about present simple (positives and negatives) using guided discovery

T 'chests' the page from the Student book, focusing S attention to question 5a. T then says that there are four sentences. T then distributes the HO to Ss, asking four different Ss to read out the sentences to the class. T then asks Ss to find the verb in each sentence. CCQ: What is a verb? Elicit answer. "Verbs describe actions, processes or states and can take different forms (See. Scrivener, 'Teaching English Grammar,' p.14) What verbs are there? Works, watches, like, talk We use Past Simple to talk about routines (I get up at 7.00 etc...), habits (smoking), feelings (love, happy), timetabled events (this lesson starts at...), newspapers (headlines), and jokes (the one-arm fisherman gag). (T will write each of these things on the board and elicit examples that have come up in previous lessons) T asks Ss which two sentences are two positive and which sentences are negative, eliciting the two right answers before moving on to exercise 5 (a). T instructs the Ss to complete Ex. 5 (a) on their own to answer the question, using a guided discovery approach whereby the Ss find their own answers to the new grammar rule. T then tells Ss to check their answers with their partners. T then elicits the answers for positives and gets the students to tell them that we add an 's' or 'es' to the infinitive with he/she/it Present Simple (positive) for He/She/It (and I/You/We/They for comparison) He/She/It + infinitive (base verb)+ s/es I/You/We/They + infinitive (base verb) T then asks why they are called rules. Because rules never change. Then T asks Ss in their pairs to think of three positive sentences using present simple. T then asks each group to write one sentence on the W/B for choral drilling work (to help with pronunciation). T then asks the Ss how we make negative sentences for present simple with he/she/it; what's the rule? Present Simple (negative) He/She/It + doesn’t + infinitive (base verb) I/You/We/They + don’t + infinitive (base verb) Remember we don't add an 's' or 'es' to the infinitive: that's why we say He doesn't like the job, and not He doesn't likes his job. T then asks Ss again why it's called a rule...because it never changes!! Ss then make three more negative sentences before again writing them on the board.(which will mean the W/B has both positives and negatives of the present simple form for he/she/it) 5b: If we use doesn't for negative sentences using present simple for he/she/it, what do we use for I/you/we/they. Ss: don't

Ex. 6: (4-6 minutes) • Vocabulary practise and Present Simple

T asks Ss to look at exercise 6a. T asks: how many words are there? Are they verbs or adjectives? Verbs T tells the students to work on their own and add either an 's' or an 'es' to the infinitives (base verbs) to make positive present simple verbs. T elicits the grammar rule again: She/He/It + infinitive + s/es Ss check with a different partner, then go through WCF drawing a grid that has columns for 's,' 'es,' 'ies,' and 'irregular.' This will help Ss to check their answers, but also draw attention to the fact that 'y' becomes 'ies' and that have is irregular and becomes 'has.' Ss will give the answers by writing them in on the grid themselves.

Pronunciation (6-10 minutes) • Pronunciation and Drilling

Explain that the 's,' 'es,' and 'ies' don't sound the same. Which words end in 's?' Plays, gets, starts, lives, phones, writes. Elicit then words and drill. Which words end in 'es?' Watches, goes, finishes, does. Again, elicit the words then drill. What word ends with 'ies?' Has. Then get all the Ss to stand up. T gets Ss into a circle and drills again, picking on Ss. If they pronounce the word right, they can sit down.

Ex. 7 (6-8 minutes) • Controlled Practice and gist reading.

T tells students to quickly read the text without writing; two minutes should be enough. What is the reading about? ICQs: Are you reading fast or slow? Are you reading or writing? Are you reading for the main idea or the details? T then elicits the main idea: its about 3 people who live in Canada and what they do in the free time. What are their names? T tells the Ss they have 3 minutes to write the correct present simple form (elicit how we make the verbs positive and negative). S-S check, and WCF if time.

Semi-Controlled Practice: speaking and writing (Close activity/if time activity) (2-5 minutes) • Some speaking and writing practice in pairs to consolidate the lesson's work

T instructs Ss to work in their pairs again. Using He/She present simple form, they have to write three sentences about what their partners do (positive) or don't do (negative) after work and share with the class (if time) Ex. She walks her dog after class (positive) Ex. He doesn't cook after work (negative)

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