Steven Levithan Steven Levithan

TP3
Elementary level

Description

In this grammar lesson Ss will learn and practice using present perfect tense with third person singular affirmative, negative, and question forms.

Materials

Abc Whiteboard
Abc Adapted source materials

Main Aims

  • To provide practice and review of simple present using he/she/it affirmative, negative, and question forms in the context of free time activities.

Subsidiary Aims

  • To provide fluency speaking practice in the context of free time activities.

Procedure

Lead In (3-5 minutes) • To set lesson context and engage students

- Introduce the topic. <https://docs.google.com/presentation/d/1HEUR3apMblxf-mc09CEEwpd5MOPggoUj2KpFwzKps40/edit> - Ask Ss to think for 20 seconds about about 1 thing a friend or family member does in their free time, and 1 thing they don't do. - Give an example: "My brother plays basketball, but he does not cook very often." - Have Ss share answers with the class and provide any feedback as we go (to keep the lead in short).

Text Work (6-8 minutes) • To provide context for the target language through a text and draw Ss' attention to the target language

GIST <https://forms.gle/BNUVUwGLxVTiRcVBA> - Ask Ss to read the text and answer what it's about. [Don't submit yet] - Ask Ss to compare answers in pairs. [Submit afterward] - OCFB. TL - On the same form, ask the class to find 3 examples of the TL in the text (sentences about free time activities). Give the first answer as a demo. - Ask Ss to identify the question, negative statement, and affirmative statements. ANALYSIS <https://forms.gle/u81REEAD6SEEQBiY8> - Ask Ss to answer detailed Qs about meaning and form. - Ask Ss to compare answers in pairs. - OCFB.

Clarification (15-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Tell Ss we'll analyze the sentences in more depth. Write the 3 TL sentences on a whiteboard. MEANING - Draw a timeline with past, present, and future. - CCQ: Are these statements about the past, present, or future? [All/general] - CCQ: Do we know exactly when it is happening? [No] - Add new sentence "She wants coffee" to the board and ask Ss whether this example is the same or different. - CCQ: Do we know exactly when it is happening? [Yes, right now] - Ask Ss if they know why it is different. - Explain that simple present (used with all verbs in the examples) is usually for general time, but with verbs that describe a state/condition instead of an action, simple present means right now (e.g., with like, want, need, seem). PRONUNCIATION - Read the first 2 sentences out loud and ask Ss to identify which words I'm stressing. Drill. - Ask whether I'm saying all the words or using contractions. Drill. - Mention connected speech, to distinguish wha'does from what's. FORM - Ask Ss to identify the subject, verb, and object in one of the sentences. - Ask Ss whether the subject is the speaker, the person they're talking to, or somebody else. [Somebody else] - Briefly refer back to Mike's lesson for cases that are not about somebody else (he/she/it, my sister, Eva Peron, that boy). - Ask Ss what letter you add at the end of the verb in affirmative statements about somebody else. [-s/-es/-ies] - Write structures on whiteboard: - Question: Does + he/she/it + base verb? - Negative: He/she/it + does not + base verb - Affirmative: He/she/it + base verb+s/es/ies - Ask Ss to convert affirmative statements to negative and vice versa. Make sure they conjugate the verb by adding s when converting to affirmative, and drop the s when converting to negative. - Q: Can we change the order of the verb and "not"? [No] - Ask Ss to convert affirmative statements to Qs and vice versa. End: Ask students to take a photo or screenshot of the whiteboard for reference. [PROBABLY SKIP] MORE DETAILS - Spelling: Verbs that end in s, sh, ch, or x: add -es (pass, wash, teach). - Spelling: Verbs that end in y: change y to ie before -s (study, try, marry, fly, cry). But not if the letter before y is a vowel (play, say, buy, enjoy, stay). - Irregular in present simple: have -> has, do -> does, go -> goes. - Explain third person singular in more depth.

Controlled Practice (8-8 minutes) • To concept check and prepare students for more meaningful practice

- Ask Ss to complete sentences using the correct forms. <https://forms.gle/7cuwuBjyqgiC5ev26> - Ask Ss to compare answers in pairs. - OCFB. While going over responses, have Ss read out the correct sentences.

Freer Practice (8-8 minutes) • To provide students with freer practice of the target language

- Ask Ss to think of 2 sentences, using the structures. 1. A question about whether somebody they know (friend or family) does an activity (swim, speak, run, cook, ...). 2. A reply using affirmative and negative statements. - Say/write examples as demo: 1. Does your sister speak English? 2. No, she doesn't speak English, but she speaks French. - Give 1 minute to write/type individually. - Have Ss share their sentences in pairs. Monitor for errors. - OCFB, with real-time corrections to structure. - DEC for any other issues/patterns.

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