Simple Present Tense

Resource Info

Basic Information

There is a need to take up grammar in an everyday context with examples from daily usage to ensure that students go beyond memorizing the rules. This lesson plan provides students with the context needed for the use and understanding of the simple present tense.

Lesson plan Details

Duration: 
02 hours 20 mins
Introduction: 

Children fear a grammar class.  This is because the teaching  of grammar is often mechanical. With the advent of the communicative grammar revolution, the teaching of grammar almost disappeared from the classes. The idea that grammar is evident whenever an utterance is made needs to be understood. Every utterance that a child makes in a language, unless it is only a word (and perhaps even then) evinces the grammar that a child has internalized. Children who are learning  English as a second language come to the language learning  environment with assumptions about the grammar of the first language. Not only this, they also bring in a lot of input from the hoardings; advertisements; television and radio announce- ments about the language. We need to utilize this input and put it good use.

Objective: 

The students will describe their daily routine activities in the simple present tense

•    The students will make use of the structure ‘there is/there are

•    The students will describe a picture in the simple present tense

•    The student will observe the difference in the verb for the third person singular

•    The students will use the present tense in describing scientific facts

 

Steps: 

Steps:

Step 1: Reading

Refer to 'Reading 1: Our Festivals'. Ask the students to read the lesson silently. Go around  and help those who are struggling. Some students may ask ques- tions and meanings of difficult words. Help them out.

Step 2: Generating Interest

Encourage the students to speak  about what they routinely do during their festivals.  You may guide them  by writing the following questions on the blackboard:

  • What do you eat?
  • What do you wear?
  • Where do you go?

Step 3: Activity | Find the Difference (20 minutes):

a. Pair the students. Give each pair the comic strip displayed  below (Refer to Resource 1) and ask them to the find the differences between both pictures.

 

Teacher's Note:

You may start this activity by giving some of the differences such as:

There are two flowers in the first picture.

There is one flower in the second picture.

The second man’s shoes have buckles in the first picture.

The second man does not have buckles on his shoes, in the second picture

 

 

b. When the pairs  are  ready  with their list of ‘differences’ ask them to read them out. The pair that gets all the six differences correctly will be awarded full marks.

Step 4: Activity | Draw a Picture (20 minutes)

a. Divide the children  into pairs. Give the picture  displayed  below (Refer to Resource 2) to a member of each pair and instruct him/her not to show it to his/her partner.

b. The student with the picture will have to get his/her partner to draw the picture by giving him/her instructions. Go around  and observe the activity. You may do an informal on- the- spot  assessment of the students by listen- ing to their instructions and explanations.

c. After the activity is over let the pairs  compare their  drawings with the original. They can discuss what went wrong or right and then display their work.

E.g.: Sample language. Draw a girl with short hair. She has a smile on her face. Draw a hair band just above her forehead.

Step 5 : Activity | My Routine on a Sunday (40 minutes)

a. Request  the students to pair up with their friends

Instruct the class  to discuss in pairs  their ‘Sunday’ activities. You may write some questions on the blackboard like:

  • When do you get up?
  • What do you do in the morning?
  • When do you have lunch?

 Encourage the class  to come up with more  questions that  can be added  to the above.

b. Instruct students to pick any 5 of these questions and obtain answers from their partners. Tell them to record  their answers.

c. Invite each pair to come up and read aloud their written answers

Step 6: Activity | Passing the Parcel (40 minutes)

a. Start  the game  of passing the paper  ball (Resource  3 & 4) that  you have made and get all players to sing a nursery rhyme. The rhyme must be in the simple present tense.

b. Stop the song at any particular point and whoever has the ball must unwrap it to read what is written on the strip inside and answer the question.

E.g.: If the sheet says, "At what temperature does water  boil?", the students

answers "water boils at 100 degree celcius."

Step 7 : Closure

Ask the students to read  the following poem (refer  to Reading 2: "A Curious Child") and enjoy it. Now divide them into groups and ask them to write a quiz containing some factual questions. Then each group asks the questions to the class  or in each group, the students ask each other.

Insist on a complete sentence.

 

 

Assessment: 

Print out the chits given in Resource 5 and fold them. Then invite each student to pick a chit and impersonate the character as named on the chit. Now each student plays the role of the character and describes his/her activities  in a normal  working day.

 

 

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