Benjamin Benjamin

Present simple
A1 level


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of the present simple with be in the context of introductions

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of personal information


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

Provide students with a personal example of a self introduction using only present simple with be. Ex. "I am a teacher. I am an only child. I am a good dancer. I am a soccer fan." Receive and answer possible questions about your introduction.

Exposure (5-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Watch the following video up to minute 2:20 so they can get an understanding of some examples of when to use the verb "be", or explain these examples with your own so they can receive a real model. You can also add the grammatical definition, "refers to a present or general state, repeated truths"

Useful Language (10-15 minutes) • To highlight and clarify useful language for coming productive tasks

Give the students the included handout so they can have a visual representation of the use of the different forms of be for all pronouns. (ignore the text on the bottom or cut off, it has grammar errors, I just liked the top section with the divided pronouns). Link included, in case the document shifts. Present students with the negative form of the present simple sentences they've already seen or you've used. Place "not" in the sentences.

Productive Task(s) (20-30 minutes) • To provide an opportunity to practice target productive skills

Task 1 - Present students with the green section of the handout provided in the link at the bottom of this section. Complete to help them identify the correct pronoun for each noun. Task 2 - Present students with the blue section of the handout to have them practice making negative sentences. Task 3 - Have students write down affirmative and negative statements about themselves on pieces of paper without sharing with the rest. After they're done, mix them all in a pile and have them pull one by one in turns. After the student reads the sentence, have them guess which student the fact belongs to. Ex, I am a lawyer. I am 26 years old. I am a mother of three. I am not a good artist.

Feedback and Error Correction (10-15 minutes) • To provide feedback on students' production and use of language

Gather all the corrections made during the productive tasks and discuss them with students. Open space for student questions. If there is plenty of time left over in class, and the subject is totally clear, briefly go over yes/no questions and short answers. Is he an artist? Yes, he is. No, he is not.

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