FERDA FERDA

Present Simple
Elementary level

Description

In this lesson, students learn about the affirmative and negative forms of the Present Simple through guided discovery based on a text named "What the British like about Britain?" The lesson starts with a vocabulary gap-filling activity on the text. This will be followed by focusing on the target language in the text and some elicitation from the learners. Once the meaning is conveyed and the form is highlighted with the CCQs, the lesson will focus on controlled and finally freer activity in the production stage.

Materials

Abc New English File Elementary Student's Book E-Book
View?utm content=daevy0pcrh8&utm campaign=designshare&utm medium=link&utm source=publishsharelink?size=16&default=html Canva Slides
4fe8k4sbgbxcxd5g6?size=16&default=html Multiple Choice Questions
Acnkxd5c1mk5bjy5?size=16&default=html Padlet Wall
Abc Pairwork Handout

Main Aims

  • To provide clarification and practice of the present simple affirmative and negative in the context of a text about what British people like about their country

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of general truths about themselves

Procedure

Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

T greets the students and has small talk with them to engage the conversation throughout the lesson. T presents the target language through a text. T asks the students to read the text and fill in the gaps on their own. T shows the correct answers when the Ss are done. T plays the audio of the text.

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

T gives the instructions: "Now, you'll be in breakout rooms in pairs. I'll send you a handout and there are two questions. Work with your partner and discuss the questions. You will have five minutes." T shares the handout in the chat part. T checks if all the students get the handout. T asks ICQs: "Will you work alone? How much time do you have?" T sends the Ss to the breakout rooms in pairs (if possible). T gives the Ss five minutes. T monitors the Ss in the breakout rooms if they follow the instructions. When the time is over, T elicits the answers from the Ss: "How are the verbs different? Why? What are the negative forms? How do we form the negatives?"

Highlighting & Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T shows slidez 5,6 and 7 one after another to highlight the form. T asks Ss questions about each sentence. T asks CCQs to check the form and the meaning: "Are these sentences about what the people are doing now or in general? Do I add -s in each sentence?" T uses the back chaining method for some sentences to provide fluency.

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

T shares the link of Google Forms in the chat part. T gives the instructions to Ss "You will work in pairs and answer each question on the Form together. You have five minutes." T sends the Ss to the breakout rooms in pairs. T gives them 5 minutes to complete the task. T monitors the Ss in the breakout rooms to make sure that they follow the instructions. When the time is over teacher checks if the Ss have any questions.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T shares the link on Padlet wall with Ss. T shows slide 9. T gives the instructions: "Please click on the link and write about yourself ." Ss write sentences about themselves. Then the teacher asks Ss about each other. Ss are engaged to use the third person in affirmative and negative. T asks Ss to tell what they have learned in this lesson and finishes.

Web site designed by: Nikue