James Reckaway James Reckaway

Present Simple-Routines/Habits
Elementary - Pre-Intermediate level

Description

In this lesson, students will learn about the simple present tense for the pronouns I, you, we, and they when making affirmative statements and questions. For this lesson we will only include the simple present in the context of routines and habits.

Materials

Main Aims

  • By the end of this lesson, students will have had clarification and practice in the present simple tense (affirmative) in the context of routines and habits using the pronouns "I, you, we, and they."

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of routines and habits using the present simple tense.
  • To provide gist and detailed reading practice using a text about routines and habits in the context of an interview.

Procedure

Lead-In (5-6 minutes) • To catch students' attention and get them thinking about habits and routines.

After greeting the class, let them know we will be talking about habits/routines. Show the YouTube video for the monkey getting up in the morning. Create groups and have students answer the following two questions: (2 min) 1) What is the first thing you do in the morning? 2) What is the last thing you do at night? Share the class document screen and type everyone's answers using the pronouns I, you, we, and they. Ask the students to point out that the verb is in simple/base form and in the present tense. Also have them notice which pronouns are used.

Text-Gist (4-5 minutes) • To provide students with an opportunity to briefly read a text to determine if the speaker of the text is talking about the past, present, or future.

Share the Survey Form of Kari's interview retrieved from the textbook. Students will read the interview and answer the survey question: 1) Is Kari talking about things in the past, present, or future? (2 minutes) Bring the class together and observe what everyone answered. This is a trick question because the events events occur all the time, past, present, and future. Return to this later as a learning point.

Text-Detail (5-7 minutes) • To provide students the opportunity to recognize the form of the present simple by comparing the interview text with their own sentences from the lead-in.

Quickly review with students the sentences created during the lead-in on the class document. Have them notice the pronoun and verb again. Share the Interview Document and instruct them to underline all the similar statement throughout the interview. Do not underline questions now. Group 1 does one side, and group 2 does the other side of the interview. (3 min) Bring the class back together and discuss the correct answers sharing the screen.

M(A)FP (10-12 minutes) • To provide the students with the meaning, proper form, and pronunciation of the present simple tense.

Meaning: Refer students back to the survey they took. Note whether they chose the statements as being in the past, present, or future. Let them know as statements in the present simple, it means they occur in all three. Habits/routines do not apply to only one time frame. We use present simple to describe things that happen over and over or again and again. (There are other times we use present simple beyond this lesson). Form: Let the students provide answers to what they believe the form is based on the sentences they have seen. Write them on the Class Document. Statements=Subject + Verb (base form). Provide a question that could be answered by the sentences created in the lead-in. Help the students discover the form that would be used for questions. Write them on the Class Document. Questions="Wh-(question words)"+"do"+subject+verb (base form. Give the students 1 minute to return to the Kari Interview to now underline the questions that match the proper form. bring class back together and discuss the answers. Pronunciation: Briefly read some of the sentences and have students notice the stress of the word. Stress will typically be on the verb for most statements. (There are many other reasons to stress other words beyond the scope of this lesson.)

Controlled Practice (6-7 minutes) • To provide students the opportunity to read and answer questions regarding the present simple tense.

Share your screen of the Present Simple Practice form. Instruct students to answer questions individually but do not submit. (3 minutes). Do first question as an example. Split into groups for students to discuss their answers with each other. (2 minutes) Bring class back together and discuss the questions.

Free Practice (4-5 minutes) • To provide the students the opportunity to practice using the present simple in conversation.

Instruct students to talk to each other in groups. Each students will ask each person in their group a question in the present simple. The students will respond in the present simple. (3 minutes) Use a student to speak with first as an example. e.g.:T "Where do you live?" S "I live in Mexico." Be sure and monitor the groups and listen for possible error corrections after the task.

Feedback/Delayed Error Correction (2-3 minutes) • To provide students with any corrections noticed during the free practice.

After listening for any errors in the students language, bring the class back together and discuss any corrections needed for clarification.

Web site designed by: Nikue