Lesson Plan | Traditional Methodology | Verbs: Simple Present

Objectives

Duration: (10 - 15 minutes)

The aim of this stage is to clearly present to students the objectives that will be achieved throughout the lesson. By describing these goals, students will have a clear understanding of what is expected of them and how the content will be relevant to their English communication skills. It also helps to direct students' focus from the start of the lesson, mentally preparing them for what is to come.

Main Objectives

1. Teach students to talk about the present indicative to indicate people concisely or describe routines or habits.

2. Instruct students to write verbs in the Simple Present appropriately.

Introduction

Duration: (10 - 15 minutes)

The purpose of this stage is to create a connection between the lesson content and the students' daily lives, arousing their interest and engagement. By relating the Simple Present to their own routines and activities, students will be able to see the practical relevance of what they are learning. Moreover, by presenting curiosities, you establish a broader and more interesting context for the topic, which may motivate students to pay more attention during the lesson.

Context

Explain to the students that today they will learn about the Simple Present, which is used to talk about habitual actions, daily routines, and universal facts. Use a simple example to start the explanation, such as: 'I brush my teeth every day.' Ask the students about their own daily routines, such as 'What do you do every morning?' or 'What are your favorite activities during the week?' This will help connect the lesson content with their daily lives.

Curiosities

Did you know that the Simple Present is one of the first verb forms people learn when studying English? This is because it is essential for talking about daily life and communicating in common situations. Additionally, the Simple Present is used in news headlines to convey information clearly and concisely, such as 'The president visits new school.'

Development

Duration: (40 - 50 minutes)

The purpose of this stage is to provide students with a detailed and practical understanding of the use of the Simple Present. By addressing formation, usage, keywords, negations, and questions, students will have a comprehensive view of how and when to use this verb form. Solving questions allows students to apply the knowledge acquired, reinforcing the content through practice.

Covered Topics

1. Formation of the Simple Present: Explain that the Simple Present is formed by the verb in its base form (for most people) and adding –s or –es in the third person singular (he, she, it). Examples: 'I play', 'She plays'. 2. Use of the Simple Present: Detail that the Simple Present is used to express habits, daily routines, and universal facts. Provide clear examples such as 'She goes to school every day' and 'The sun rises in the east'. 3. Keywords and time expressions: Introduce time expressions that are frequently used with the Simple Present, such as 'always', 'usually', 'often', 'sometimes', 'never', 'every day', 'on Mondays', etc. Provide examples of sentences that use these expressions. 4. Constructing negative sentences: Explain that to form negative sentences in the Simple Present, 'do not' (don't) or 'does not' (doesn't) is used before the verb. Examples: 'I don't like spinach' and 'He doesn't play football'. 5. Formulating questions: Teach that in order to form questions in the Simple Present, 'do' or 'does' is used at the beginning of the sentence. Examples: 'Do you like pizza?' and 'Does she play the piano?'

Classroom Questions

1. Construct three affirmative sentences using the Simple Present. Use different subjects (I, you, he/she/it). 2. Transform the following affirmative sentences into negatives: 'They play soccer on Saturdays.' and 'She reads a book every night.' 3. Formulate two questions in the Simple Present about a friend's daily activities.

Questions Discussion

Duration: (20 - 25 minutes)

The purpose of this stage is to review and consolidate the knowledge acquired by students, ensuring that they understand and can apply the Simple Present correctly. Discussing the answers allows students to see practical examples and solve doubts in real time, while the engagement questions encourage them to reflect on the content and apply it in real and meaningful contexts.

Discussion

• 1. Construct three affirmative sentences using the Simple Present. Use different subjects (I, you, he/she/it).

• Examples of correct responses:

• I play soccer every day.

• You read books often.

• He watches TV in the evening.

• 2. Transform the following affirmative sentences into negatives: 'They play soccer on Saturdays.' and 'She reads a book every night.'

• Explanation and examples of correct responses:

• For the sentence 'They play soccer on Saturdays.' the negative form is 'They do not (don't) play soccer on Saturdays.'

• For the sentence 'She reads a book every night.' the negative form is 'She does not (doesn't) read a book every night.'

• 3. Formulate two questions in the Simple Present about a friend's daily activities.

• Examples of correct responses:

• Do you go to school every day?

• Does she play the piano in the morning?

Student Engagement

1. ✨ Questions to engage students: 2. What was the easiest and the hardest part in forming sentences in Simple Present? 3. Did you notice any pattern in forming affirmative, negative sentences and questions? 4. How would you use the Simple Present to describe the routine of a friend or family member? 5. Can you create a small story about a typical day using the Simple Present? 6. Would anyone like to share sentences or questions they created and explain if they encountered any difficulties?

Conclusion

Duration: (10 - 15 minutes)

The aim of this stage is to consolidate and review the acquired knowledge, ensuring that students have a clear and complete understanding of the Simple Present. This also helps reinforce the practical relevance of the content taught, motivating students to apply what they learned in their daily lives.

Summary

• The Simple Present is used to talk about habitual actions, daily routines, and universal facts.
• Formation of the Simple Present: verb in base form for most subjects and adding –s or –es in the third person singular (he, she, it).
• Formation of negative sentences with 'do not' (don't) or 'does not' (doesn't).
• Formation of questions in the Simple Present with 'do' or 'does' at the beginning of the sentence.
• Keywords and time expressions frequently used with the Simple Present, such as 'always', 'usually', 'often', 'sometimes', 'never', 'every day', 'on Mondays', etc.

During the lesson, the theory of the Simple Present was connected to practice through clear examples and activities that reflected the students' daily routines. This allowed students to apply what they learned in real contexts, facilitating understanding and retention of the content.

Knowledge of the Simple Present is essential for daily communication, allowing students to describe their routines and habits clearly and effectively. Furthermore, it is one of the first verb forms learned when studying English, highlighting its fundamental importance in language learning.