Karen Karen

Copy of Present Simple - Negative form lesson plan
Elementary level


In this lesson students lean how to use the negative form of present simple tense. Students do listening activities to understand the meaning of the form. The lesson starts with the vocabulary introduction, continues with the listening and the elicitation of the form and finishes with the students practicing the practical language, explaining and confirming what they do or don't do in their daily lives.


Main Aims

  • To introduce, provide and practice Present Simple in negative form in the context of free time activities

Subsidiary Aims

  • To introduce, clarify and practice vocabulary of free time activities phrases in the context of daily routine
  • To provide detailed listening practice using a text about free time activities in the context of daily routine


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

- T does a quick review on the previous lesson - T ask the students to write 3 sentences about what they do every day - T checks the language by having them talk about the daily routine to her - T explains how she spends her free time - personalisation

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

- T asks the students to match the halves of vocabulary phrases in exercise 1a (Face2Face) in groups. - T checks the answers with the students - T has put the pictures on the wall before the class and gives the students a sheet of paper with the vocabulary phrases on it - Ss walk around in pairs and try to match the picture to the phrase - Ss check the answers with different partners this time - Drilling - T shows the pictures and Ss provide the phrases - Ss tell their partners five favourite things they do on Saturdays, Ss use the vocabulary introduced in the lesson - Ss explain their favourite things to the T (one to two each student)

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

- Ss focus on a listening part R3.4 in the book (Face2Face) - T elicits the Ss what to focus on: What do you see? Are these sentences? No? What are these? - T emphasises the pronunciation of Do you when in Question form, so that the Ss are prepared for the listening a bit better - T gives instructions - Ss listen - Ss check in pairs the answers - T checks with the whole class - Ss focus on a listening part R3.5 in the book (Face2Face) - T elicits what to do by asking: Are there questions now? - T gives instructions Ss read the sentences - Ss listen and tick the true statements - Ss check with their partners - T writes the wrong answers on the board, Ss correct

Clarification (8-12 minutes) • To clarify the meaning, form and pronunciation of the target language

- Ss are have the handout from the previous listening, the get the second part with the answers - T gives instructions to the Ss - Ss focus on a listening R3.5 again - Ss circle the correct answer - Ss check in pairs - Ss work in pairs, they ask each other the same questions used in the listening part (a dialogue) - while Ss are practicing, T writes the answers on the board and focuses on the grammar - T emphasises the negative form of present simple - T drill with Ss by asking them: Do you like chocolate? - Ss write two sentences that T dictates into the grammar grid - T focuses on short answers and long answers - T drills

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

- T writes a positive sentence on the board - T elicits the negative form from the students by saying that the statement is not true, How do we correct this? - Ss are given handouts and make 3 sentences they don't do negative. - Ss tell their partners what is no true - T monitors and asks Ss the questions

Semi-Controlled Practice (4-6 minutes) • To concept check further and prepare students for free practice

- T demonstrates the activity 6a with a student - Ss compare the statements using the examples from the 6b exercise (Face2Face) - T monitors

Free Practice (4-6 minutes) • To provide students with free practice of the target language

- Ss write 5 sentences explaining what they do in their free time - Ss share the stories with their partners - T listens - T focuses on common mistakes

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