Jeff Au Pak Man is a Canadian who has been teaching English for the past three and a half years. He is currently based in Japan teaching various levels of students. His primary interests (in no particular order) are teaching young learners, university students, and business English. Email: mandonau@gmail.com

 

Introduction

For beginner learners of English, conveying what they do (and don’t do) on a daily basis is one of the important building blocks of conversation. Everybody has their own daily routine and this lesson teaches students how to tell others about their activities, as well as what other people do. This lesson utilizes a controlled activity, semi-controlled activity, and a final presentation.

 

Who is this lesson targeted towards?

This lesson is intended for beginner learners of English.

 

What materials do you need to implement this effective lesson?

• Attached slips of paper
• Attached (enlarged) simple present visual aids for the whiteboard/blackboard
• Colored Markers/Chalk

 

1. Introduction to the topic (1 minute):

Have the students try to think of what the lesson context is.

• Tell the students activities you do or don’t do in the first person singular:

“I eat breakfast.”

“I read newspapers.”

“I don’t play tennis.”

“I cook dinner.”

“I don’t play video games.”

 

2. Pre-teaching the language (19 minutes)

To teach and drill sentences using simple present in the positive, negative, and interrogative. Teach the students situations simple present is used in, using (the attached) visual aids.

• Start asking various students “What do you do at night?” Listen to their answers and then note any errors.
• After a few students have been asked, ask the class, “What do you do at night?” and write the question on the board. Write the first person singular answer on the board (e.g. “I play basketball at night”). 
• Introduce when to use simple present using the visual aids. 
• Present the third person singular by referring to the students you previously called on – “(Name)/He/She plays basketball at night.” Referring to the visual aid, inform students that verbs have an “s” in the third person singular form (he/she/it). This does not apply to negative or interrogative forms though.
• Present the negative form of the simple present. Have students chorus what was said about the students previously called on – “(Name)/He/She doesn’t play basketball at night.
• Present the interrogative form of the simple present. Ask a question to the class referring to the students previously called on – “Does (Name)/he/she play basketball at night?”
• Review the notes and exceptions on simple present forms.
• Drill simple present sentences with the slips of paper (attached). They will be drilled on all three forms of the simple present: affirmative, negative, interrogative.
• Listen to the students responses and then tell them what mistakes were heard and correct them after.

 

3. Controlled practice activity (10 minutes)

To give students controlled practice in asking what they do such as “Do you watch TV…?” and answering.

• Put the slips of paper in a bowl and have a student choose. They will ask a question based on the information on the slip of paper.
• Model the activity with the students and then clarify for understanding.
• Students have to ask each other “Do you (verb) ____?” and then answer each other with “Yes, I ____” or “No, I don’t _____.”
• Walk around the class and listen for any errors that need to be corrected.

 

4. Semi-controlled practice activity (10 minutes)

To share what they do and don’t do with a partner. This will prepare them for a presentation to the class.

• Put the students in pairs.
• Have the students ask each other the questions and reply in full sentences. All vocabulary will be written on the board and must be used.
• The student asking the questions has to write down the answers he/she was given.
• Walk around the class and observe student interactions and note any errors made.

 

5. Feedback (5 minutes)

To review any errors that need to be corrected as a class and to enable students to prepare their presentations based on the feedback given.

• Review errors with the class and provide comments. Write correct sentences on the board.
• Have students prepare their presentations telling the class about what activities their partner does and doesn’t do.

 

6. Presentations (15 minutes)

 

To share information with the class and test listening comprehension.

• Have the students present what activities their partner does and doesn’t do to the rest of the class. Follow the sentence format practiced earlier in the class.
• After each presentation, check student understanding by asking individual students about the presentation. For example: (Name 1), does (Name 2) watch TV?” and the student has to answer correctly in a full sentence.
• By asking individual students about the presentation, this tests their listening as well.
• Tally the most popular activities in class and have the students guess.

 

Materials

watch TV

drink water

dance

cook dinner

sing

play basketball

run

play video games

eat ice cream

listen to music

(your own idea)