Lesson Plan | Traditional Methodology | Verbs: Introduction to Simple Present

Objectives

Duration: 10 - 15 minutes

The purpose of this stage of the lesson plan is to provide a clear and concise overview of what will be addressed during the class. By defining the objectives, both students and the teacher will have a clear understanding of the goals to be achieved, facilitating focus and organization of the content. This phase is crucial to ensure that everyone is aligned with the expectations and purposes of the class.

Main Objectives

1. Recognize the simple present of the main verbs in English.

2. Write the verbs in the simple present appropriately in sentences.

3. Understand the grammatical structure of the simple present in English.

Introduction

Duration: 10 - 15 minutes

Purpose:

The purpose of this stage of the lesson plan is to engage the students and provide a clear and interesting introduction to the theme of the simple present. By contextualizing the use of the simple present and sharing curiosities, students can see the practical relevance of what they are learning. This helps motivate them and sets the stage for the more detailed learning that will follow.

Context

Context:

Start the class by warmly addressing the students and introducing the theme of the simple present. Ask if they have ever heard of the simple present in English and explain that it is one of the most commonly used verb forms in daily life. Use simple examples like 'I eat', 'You play', 'He/She reads' to show how the simple present is used to describe habitual actions, universal truths, and facts. Explain that learning the simple present will help improve their communication skills in English, allowing them to talk about their daily routines, hobbies, and preferences clearly and correctly.

Curiosities

Curiosity:

Did you know that English is one of the most spoken languages in the world? About 1.5 billion people speak English, and learning the simple present is an important step in communicating with people from different countries and cultures. Additionally, much content on the internet, such as videos and games, is in English. Understanding the simple present can help you better comprehend these media and make the most of what they have to offer.

Development

Duration: 45 - 50 minutes

Purpose:

The purpose of this stage of the lesson plan is to deepen students' knowledge of the simple present, providing detailed explanations and clear examples. By addressing different aspects of the use of the simple present, including formation, usage, negation, and interrogation, students will develop a comprehensive and practical understanding of the topic. The proposed questions at the end serve to consolidate the learning and allow students to apply what they have learned.

Covered Topics

1. Formation of the Simple Present: Explain that the simple present is formed by the verb in its base form for all subjects, except for the third person singular (he, she, it), where we add an 's' to the end of the verb. For example: 'I play', 'You play', 'He/She/It plays'. 2. Usage of the Simple Present: Detail that the simple present is used to describe habits, daily routines, universal truths, and facts. Examples: 'She goes to school every day', 'Water boils at 100 degrees Celsius'. 3. Key Words and Time Expressions: Introduce time expressions that are commonly used with the simple present, such as 'always', 'usually', 'often', 'sometimes', 'never'. Examples: 'I always eat breakfast at 7 AM', 'He never plays soccer'. 4. Negation in the Simple Present: Explain how to form negative sentences in the simple present, using 'do not' (don't) for all subjects, except 'he, she, it', where we use 'does not' (doesn't). Examples: 'I do not (don't) like spinach', 'She does not (doesn't) watch TV'. 5. Interrogation in the Simple Present: Show how to ask questions in the simple present, using 'do' for all subjects, except 'he, she, it', where we use 'does'. Examples: 'Do you like pizza?', 'Does he play guitar?'

Classroom Questions

1. Write three sentences about your daily routines using the simple present. 2. Transform the sentence 'She likes to read books' into a negative sentence. 3. Form a question in the simple present for the sentence 'They play soccer every weekend.'

Questions Discussion

Duration: 20 - 25 minutes

Purpose:

The purpose of this stage of the lesson plan is to review and consolidate learning, ensuring that students understand how to use the simple present in different contexts. By discussing responses and engaging students with reflective questions, the teacher can identify and correct possible difficulties, as well as promote a deeper and more practical understanding of the content.

Discussion

• Discussion of the Questions:

• Write three sentences about your daily routines using the simple present:

• • Check if students correctly used the simple present with appropriate subjects. Examples: 'I wake up at 7 AM', 'She goes to school every day', 'They play soccer in the afternoon'.
• • Explain that the structure is correct and the importance of using the simple present to describe habits and routines.

• Transform the sentence 'She likes to read books' into a negative sentence:

• • Expected answer: 'She does not (doesn't) like to read books'.
• • Detail that, to form the negation in the simple present, we add 'does not' (or 'doesn't') before the main verb, without the need to add 's' to the verb.

• Form a question in the simple present for the sentence 'They play soccer every weekend':

• • Expected answer: 'Do they play soccer every weekend?'
• • Explain that to form questions in the simple present, we use 'do' or 'does' at the beginning of the sentence, followed by the subject and the verb in base form.

Student Engagement

1. Student Engagement: 2. Ask students to share their sentences about daily routines with the class. Ask: 'Why is it important to use the simple present to talk about our routines?' 3. Ask students: 'What are other ways to use the simple present besides describing routines? Can you give examples?' 4. Discuss with students: 'How does the structure of a sentence change when we transform a statement into a negation? And into a question?' 5. Propose that students create an affirmative, negative, and interrogative sentence using the same verb. Example: verb 'to eat': Affirmative - 'I eat breakfast at 7 AM.'; Negative - 'I do not eat breakfast at 7 AM.'; Interrogative - 'Do I eat breakfast at 7 AM?'

Conclusion

Duration: 10 - 15 minutes

The purpose of this stage of the lesson plan is to summarize the main points covered, reinforce the connection between theory and practice, and highlight the importance of the topic for the students' daily lives. This helps consolidate learning and ensure that students have a clear and practical understanding of the simple present.

Summary

• The simple present is formed by the verb in its base form for all subjects, except for the third person singular (he, she, it), where we add an 's' to the end of the verb.
• The simple present is used to describe habits, daily routines, universal truths, and facts.
• Time expressions such as 'always', 'usually', 'often', 'sometimes', 'never' are frequently used with the simple present.
• To form negative sentences in the simple present, we use 'do not' (don't) for all subjects, except 'he, she, it', where we use 'does not' (doesn't).
• To ask questions in the simple present, we use 'do' for all subjects, except 'he, she, it', where we use 'does'.

The class connected theory to practice by providing clear and detailed examples of how to use the simple present in different contexts, such as describing daily routines, forming negative sentences, and asking questions. This allowed students to see the practical application of grammatical rules in everyday situations.

Understanding the simple present is fundamental for communication in English, as it allows students to talk about their routines, hobbies, and preferences clearly and correctly. Additionally, using the simple present is essential for understanding and participating in basic conversations in the language, which is a valuable skill in a globalized world.