Mastering the Present Simple

Mastering the Present Simple

Learning Objective

At the end of the lesson, you will be able to understand and use the present simple tense correctly.

Introduce the learning objective and emphasize the importance of the present simple in English.

What do you already know about the present simple?

What is the Present Simple?

The present simple is a tense used to describe habitual actions or general truths. For example: 'I walk to school every day.'

Define the present simple and give examples of its usage.

Conjugation of the Present Simple

In the present simple, the verb remains in its base form for all subjects except for third person singular (he/she/it), which adds an -s or -es. For example: 'I walk, he walks.'

Explain the conjugation rules for the present simple and give examples.

Negative Sentences

To make negative sentences in the present simple, use the auxiliary verb 'do' + 'not' + base form of the verb. For example: 'I do not walk to school.'

Teach students how to form negative sentences in the present simple and give examples.

Question Sentences

To form questions in the present simple, use the auxiliary verb 'do' + subject + base form of the verb. For example: 'Do you walk to school?'

Teach students how to form question sentences in the present simple and give examples.

Irregular Verbs

Some verbs in the present simple have irregular conjugations. For example: 'I have, he has' (instead of 'I has, he have').

Introduce the concept of irregular verbs and give examples.

Practice Time

Have students complete exercises using the present simple tense. This can include fill-in-the-blank sentences, creating sentences based on pictures, and responding to questions using the present simple.

Provide practice exercises for students to reinforce their understanding of the present simple.

Wrap Up

Review the key points of the lesson and answer any questions students may have.

Sum up the lesson and encourage students to practice using the present simple in their daily lives.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.