Erhan Gülşen - The endings on the verb for third person singular in Simple Present Tense
Elementary, A1 level
Language Focus -Grammar- In the context of daily activities, to elicit the endings to be added on the verbs through different interaction patterns and state the rule through practice
Language Focus - Phonology- To state the pronunciations of each ending on verbs and practice it
Procedure (31-45 minutes)
After greetings, the teacher starts talking about the telephone conversation he had with his American friend the previous day and mentions that his friend told him his daily activities. And then, he shows some drawings to the SS and tells that they are his own drawings of his friend's activities. (I will divide the students as A and B alternately and then ask them to "sit here" by pointing at the left and right and to form a circle sitting on their chairs.)
The SS will provide their own models by working in groups here. For eliciting to start, the teacher will first ask each group to write sentences by looking at the drawings. The reason is to help students to get an idea about the context and so facilitate the process of exposure. (For the first task, I will ask the students to look at the drawings and write five sentences in 5 minutes about Jonathan on the blank sheet of paper I have provided.) After the first task, the teacher ask each group to swap the drawings and give each member of both groups a number from 1 to 6 or 8 according to the number of the students. Each student who has been named after the same number will raise a drawing, show it to his or her equivalent and ask what Jonathan does and receives the answer. They will do this alternately. And then, the teacher will write every sentence on the WB, correcting where necessary. After the turn of the sheets of drawing has ended in each group, the teacher will try to draw the SS's attention to the verbs on the WB and ask what endings we add to the end of the verb. After eliciting the ending "-s", the teacher will also write the variants, "-es" and "-ies" on the WB. Peer-checking, controlled-practice, freer practice and eliciting are conducted here. (I will ask the SS to swap the papers and then, through demonstration - with one of the drawings in my hands - , I will explain them how to speak to each other and which question to ask and what answer to give. After the turn has ended, I will add one more sentence about Jonathan and ask the SS to push their chairs back and form a "U" again as it is easier to demo "U":). For eliciting, I will tell them to look at the verbs on the WB and what we add to the end of the verb. After eliciting the ending "-s", I will try to elicit the other ones as well and ask them to work in pairs.
The teacher hands out a chart of the endings and ask the SS to write two words under the title of each ending in 1 minute. After the task, he asks the w/c to provide answers for him to write on the WB. After completing the chart with the verbs on the WB, he states what type of verb each ending is added to. As there are early beginners in the class, this activity will help them to get the point through pair working. Finally, the teacher makes the SS pronounce the verbs correctly with their endings. (I will tell the students to work in pairs and demonstrate that interaction type. And then, I will explain the task by telling"write two verbs under each category" by pointing at the columns and demoing at the same time. ) After one minute, I will try to elicit the verbs from them and write under the corresponding category. Then, I will tell them to tell me the rule or tell me which word takes which one. By eliciting the answers, I will complete the table/chart and finally ask what the first form of "has" is. Before starting to let them practice pronunciation, I will say "Now, let's pronounce the words." (Pronunciation continues) I will first pronounce the bare form of the verbs and then their forms with the endings. Drilling is performed here.
After the pronunciation finishes, the SS will be exposed to a gap-filling task in which they will need to write the verb forms they have just learned. (I will ask the students to work in pairs and complete the gaps. I will use ICOs here as I have done with the others.) If I have enough time, I will divide the class into two groups again. They will look at the A4 papers on which I have written the verbs studied and tell me the ending and correct pronunciation. I will correct the ones that are mispronounced or misspelled in the error correction part.
(Only if the time permits) After the pronunciation game, I will correct the verbs that are mispronounced and misspelled