Gökçen Çankırı Gökçen Çankırı

present simple
a1 Elementary level


In this lesson, Ss will be engaged in productive skill development by practising grammar with everyday routine pictures and phrases. The lesson starts with reviewing the previous lesson's topic which is 'telling the time'. This is followed by listening for specific info. Finally, the lesson ends with a freer practise.


Abc student course book
Abc a clock
Abc cut up

Main Aims

  • To provide clarification and practice of the simple present tense in the context of morning and evening activities.

Subsidiary Aims

  • To provide clarification, review and practice of language used for -es, -s endings.


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

T starts the lesson by greeting the Ss and goes on reviewing the previous lesson subject which is 'telling the time'. T brings a real clock to the class as realia and asks ss the question 'What time is it?' and elicits answers from the ss.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

-Ss listen to the audio, point the certain pictures and repeat. T elicits sentences from ss about meal routines. -Ss read the rules for the third person singular forms of the present simple and study the examples. - T clarifies the differences between -s and -es endings, then -y endings and irregulars. - Ss in groups of three or four have cut ups which have verbs and -s / -es endings on, they will try to match them. T monitors and gives feedback. - T writes pieces of sentences to the board, ss in pairs put them in order and also practise the forms.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

-Ss do the exercise on their book. T elicits answers. - T shows the difference between question word 'What time .....?' and 'When...?' by asking questions . - In pairs Ss writes questions and ask them each other. - Ss read the sentences on part 4 aloud and write 5 questions about Ed and Amy., - T writes sentences on the board with some incorrect spelling and ss identify the the incorrect verbs in groups.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

-In this part there is a conversation model. Ss listen to it and T asks comprehension questions. T talks about morning person and evening person. - T has the ss repeat the intonation and directs the attention to rising and falling intonations. -T asks ss to think about activities they do every day, every week, or every month. - T models the conversation with a student.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

-T asks ss 'Who is a morning person?' and 'Who is an evening person?' Ss raise hands, T writes the number on the board. - T puts the class in 2 groups and draws a simple but big tree with branches on the board and starts 'The Verb Tree' game. T corrects the sentences of ss if there are any.

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