I write sentences from the sts on the WB (e.g. "I speak Turkish." "I live in Istanbul." "Claire works in the school.") Then I ask, for instance, "Does Claire work here on Monday?" (Yes), "Does she work here on Tuesday?" (Yes), "Is she here now?" (Yes), "Tomorrow?" (Yes). Then I draw a time chart to show that present simple tense is used for things we do everyday and can refer to the past, present and/or future; things that happen all the time.

I give sts the first handout and gesture for them to work in pairs. I tell them to look at the exercise and see if they understand what they need to do. If they don't, I show them, holding one sheet in my hand, pointing to where they choose the words from to fill in the blanks. While they work on this exercise I quickly draw another chart on the WB: Pronouns (I/you/we/they in one box and he/she/it in another box) + verb to show that they need to add an -s to the verb when using it with first person singular. Then I walk around monitoring them while they're working on the HO, giving individual assistance only when it's absolutely necessary. I announce "You have 2 minutes." And when the time is up we check their answers; go over the rules using the chart I drew while they were working. If someone reads out a wrong answer, I write the sentence on the board and ask them to find the mistake in it. Then I ask them to fix it.

Next practice will be done on a text, which is an email. Setting the context of the email is important. So I explain who it is from, etc. "This is an email from Fiona to Melek. Do you remember Fiona and Melek? Fiona lives in Ireland and Melek wants to visit Ireland. Melek will stay with Fiona in Dublin. Fiona is helping Melek, answering some of her questions."

Sts are asked to fill in the blanks on the HO with the verbs in brackets. They work in pairs. I walk around monitoring. If they find the text too tasking, I may have to make further clarifications. I may also have to explain some words (e.g "bands" "spare") or phrases ("go out of" or "for a few days" etc.) on the WB. When sufficient time is spent, we go over the answers. I read part of a sentence and pause and they tell me the correct verb. If they make a mistake, the mistake is carried on to the WB and explained. I ask them to repeat after me for the correct sound when I hear a problem with pronunciation or stress.

Sts are divided into small groups (approx. 4 groups consisting of 5 sts). I give each group 2 piles of small slips of paper (one pile with pronouns or noun phrases and one pile containing verbs). Sts take turns to pick one slip and match it with a slip from the other pile and form a correct sentence. Each group reads their sentences. If there's a mistake, I write it on the board and we discuss why it is wrong.

Using prompt cards, I show a verb and ask a DO YOU or DOES HE/SHE question and elicit short answers. I model this a few times with different verbs and each time I write the questions and answers on the WB. Then I tell sts to ask each other similar questions in present simple to get personal information about each other. While they start mingling to ask their questions, I clean the WB and eavesdrop on their conversations. If there's enough time, I ask some of them, one at a time, to write on the WB and say two sentences about someone in the class. While doing this, the rules about question formation will be explained again, especially if I encounter any mistakes. (e.g "Does he likes dogs?" is wrong, etc..)