Amin Amin

Simple present & WH Qs
A1 level


In this lesson Spresent & WH Qs are taught through a review of foods and drinks vocabulary and presenting a Q about simple daily routine parts. Then T will present an extended version of his imaginary daily plann and explaines it to the S by using simple S-Present sentences. T explaines the grammar by using TimeLines drawn on the board and makes sure the SP grammar function is completely conveyed to the S. T hands out a sample paper to the S to have their weekly plan as drawn on the board for the T. T elicites the same report about their weekly plan to make sure they can use the grammar properly. Finally T asks Qs from the S after he modeled some on the board.


Abc Weekly plan handout #2
Abc American English File, Second Edition, Christina Latham, Clive Oxenden, Mike Boyle, Oxford Universit
Abc Weekly plan handout #1

Main Aims

  • To provide clarification, review and practice of Present Simple in the context of DailyRoutine

Subsidiary Aims

  • To provide clarification, review and practice of SPresent WH Qs in the context of Daily Routine


Warmer/Lead-in (10-15 minutes) • To set lesson context and engage students

T welcomes the S and asks how they are doing. T asks about the S's day and extends the greeting to a new language. T Writes the probable new language of greeting and elicits from the S. T leads the S in by asking and reviewing some foods & drinks vocabulary and having them written on the board. T writes only the items mentioned by the S and helps the S to recall the words only partially. T writes the "what do you have at night?" Q on the board and start answering the Q for 3 or 4 times ex: I drink milk at night. I have spaghetti at night. I drink water at night. T asks the Q and helps the S to answer it only 2 or 3 times.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T shows/draws a weekly food plan to show how he eats during a week and to give a brief report about it by using simple sentences in S-present tense. T talks about the whole week and parts of the days by using simple present sentences and finally writes 3 of them on the board and tries to demo the correct intonation by putting emphasis on the stressed part of the sentence. ex: I eat spaghetti at night. (I, Spaghetti, Night) are stressed. he puts black dots above the words on the board.

Highlighting & Clarification (10-15 minutes) • To draw students' attention to the target language

T starts the explanation of the S-present tense by drawing a timeline on the board and marking the area which is covered by the tense. He explains the functions of the S-present (facts - habits) and highlights the grammatical notes on the model sentences on the board like the simple form of verb usage after the subject in the sentence. Then he makes more stress on the verbs in the sentences about his weekly plan as he reviews them orally. T demonstrates the negative form of the sentence by mentioning the things that he doesn't eat during a week. ex: I don't drink coffee on Saturdays.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T hands the unfilled paper of the weekly plan to the S and asks them to fill it in based on their daily eatings. T asks the fixed Q (what do you eat on (weekdays+part of a day)?) and writes a gaped sentence on the board as the answer and waits for the S to answer it with their information. ex: What do you eat on Monday morning? model answer on the board: I eat ..... on Monday morning. T does the practice 7 times. T corrects any probable mistakes after the whole practice.

Exposure, Highlighting and clarification (8-10 minutes) • To set lesson context and engage students

T writes the fixed question which he was answering during reporting his personal weekly plan on the board. (what do you eat on Monday?) He clarifies the grammatical notes about making a WH Q with 4 simple steps: 1- find and write the AUX verb at the beginning. Do/Does (he explains Does is for HE/She/It.) 2- write your desired WH word before the AUX. Where Do ... 3- write the subject after the Aux. Where Do You... 4 - verb comes finally and the sentence is almost finished. where do you eat? T makes more simple examples and demonstrates the correct intonation by emphasizing the stressed words.

Controlled Practice (5-7 minutes) • To concept check

T has the S to do Excercise a. on page 101 of AEF book. and checks the answers finally.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

T asks the Student to do exercise b. on top AND bottom of page 101 of AEF. then he checks the correct answers with the S.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T and the S swap their weekly plan papers and start asking Qs about each other's week. WH Qs and YES/NO Qs. they talk and T writes down any probable mistakes. T gives feedback after the practices are finished.

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