DATE: Monday, LESSON NO.

1 UNIT: Simple Present ( affirmative

February 9th,2018 sentences, negative sentences, interrogative
sentences)

COURSE: Teaching Practice of English. TOPIC: Uses Simple Present; Make

sentences with Simple Present (affirmative
SUBJECT: Lesson plan. sentences, negative sentences, interrogative
sentences)

INSTRUCTOR: Stephanie Arroyave Gil.

TEACHER: Javier Dario Restrepo.

ACTIVITIES:

1. Icebreaker for getting know us with the song: who took the cookie from the cookie
jar? (6°, 7°).

2. Explanation or topic: I am going to explain the uses of Simple Present using

students’ examples and I going to make others with them (6°, 7°). Take into account
their daily routines, facts that they know (The boiling point of water is 100 C; etc.)
and so on. Then, I am going to explain how to make affirmative, negatives, and
interrogative sentences with simple Present (7°).
3. Work in pairs: One of the classmates is going to talk about his daily routine while
the other one is going to write his classmate’s routine on his notebook. Then they
have to change the roles (7°).

4. Homework, write his daily routine take into account what they learned in class (6°).

5. Homework, read the text about a daily routine of one character for answer the
questions below. Then, guess the character and draw it (7°).

OBJECTIVES:

 Get to know the students (6°, 7°).

 Remember how to use Simple Present (6°, 7°).

 Identify each of the uses of Simple Present (6°, 7°).

 Learn the structure to form affirmative, negatives, and interrogative sentences with
 simple Present (7°).

 Recognize spelling of the third person singular (6°, 7°).

 Recognize some activities that all do in their daily routine (6°, 7°).

 Practice the writing of the Simple Present with daily routines and real situations
(6°, 7°).

INSTRUCTIONAL AIDS, MATERIALS, OR TOOLS NEEDED

Worksheets, markers, board,etc.

LESSON OUTLINE

Lesson plan of Simple Present:

This lesson plan is for my future students of sixth and seventh grade. So, I need to take in
account their English level and their personality, because we as a teachers have
responsibilities with learning process of students, so we must to prepare our class according
their necessities. Also, I want to particularize about of the six grade class because they are
going to attended first the uses and meaning of Simple Present. And the main object with
them is to recognize Simple Present uses, expressions, and verbs that we use with this
tense.

Well, this is my lesson plan:

 First, I want to start with this good game to introduce ourselves:

“Who took the cookies from the cookie jar? (Two times).

(Name of a child in the circle) took the cookie from the cookie jar.

Who, me?

Yes, you!
 Not me!

Then who?”

 I am going to ask to students to make a circle and involve into the game (15
minutes for this activity).

 Second, I going to teach the theory about Simple Present. I Need to start with the
definition of this tense and its uses:

Present Simple: It express a fact which is always true, or true for a long time.

Example:

He comes from Taiwan.

She works in a bank.

After, I will explain the use of the Present Simple:

 It also express a habit:

Example:
He likes playing tennis.
She has no free time.

2. We uses Present Simple to say our personal information. (To say our names,
our countries, our job, our age, our address, our marital status, our location in
the moment; it means the answer of the question where are you?) So you have
to use verb to be in present.

For example:

I am Stephanie.

I am 24 years old.

I live in Belen.

 Third, in this part I am going to put a game Where is she? To check if they
have understood that we have already learned. In this game they have to
draw she’s location in their notebooks (15 minutes for this activity).
Later this one, I will check the answer of the students and give a gift for this activity to
person will finish first.

Also, I am going to show spelling of the third person singular (6°, 7°).

Then, I am going to continue with other uses:

 We uses Present Simple with daily routines.

Example:
I get dressed at 6 o’ clock.
I take a shower at 5 a.m.

In this part, I am going to introduce a common daily routine expressions and verbs with
movements and acting.

 Fourth, I will ask to students to work together: One of the classmates is going to talk
about his daily routine while the other one is going to write his classmate’s routine
on his notebook. Then they have to change the roles (6° and 7°) (15 minutes for
 this activity).

Notice that I am going to explain how to make affirmative sentences with seventh grade:

Structure:

Subject+ verb in Present Simple + complement.

He lives in Kenya.

In this part I am going to introduce something about regular and irregular verbs.

I am going to explain how to make negative sentences:

Structure:

Subject+ do + not + verb in Present Simple+ complement

She does not live in Japan.

Then, Yes/No questions:

Structure:

Do + subject + verb in Present Simple+ complement

Do you live in Japan?

After this, Present Simple with WH-Questions:

Structure:

WH+ Do +Subject +verb in Present Simple.

Where does he live?

Finally, I will give the homework for home and answer for questions or doubts in the
students:

 Homework, write his daily routine take into account what they learned in class (6°).
 Homework, read the text about a daily routine of one character for answer the
questions below. Then, guess the character and draw it (7°).
NOTES: The times between of activities and explanation depends of the class and their
participation or doubts, I set an estimated time for each part of the class.
METHODS AND SKILLS DEVELOPED:

 I will use the Task-Based Language Learning method for the learners to complete a
task about the previous knowledge they have in the topic. In the explanation part, I
will use The direct Method to explicate the topic entirely in the target language. The
students will be not allowed to use their mother tongue, they have to participate in
the class speaking in English. In the final part of the class, I will use
the Suggestopedia Method applying music to introduce new concepts and words to
make students learn without mental blocks. In conclusion, I will usage different
strategies taking into consideration the different methods that can be used to have a
successful lesson.
 The main skill that will be developed is: writing, but this lesson could help the
students improve other communicative competences like listening and reading.

EVALUATION
The students ‘performance will be assessed according to the next criteria, that is going to be
based on formative assessment.
1. Cognitive aspect; memorize and repeat the new vocabulary and Simple Present's
structure and rules.
2.Affective aspect; it will be evaluated in the process of teaching and learning;
3. Psychomotor aspect; it will be evaluated in the process of teaching and learning.
4. The students’ feedback about your their performance during the class and learning
process inside the classroom and outside of the classroom.

TEACHER REFLECTION
At the end of the lesson students will experience the power of an excellent class, which was
prepared through lesson plan. It is a pedagogical tool that allows them to learn effectively
English as foreign language taking into account some aspects such as: acquiring wider
vocabulary and a more fluent speech, improving communicative competences like
listening, writing and reading, and of course, it gives students other possibilities to discover
and develop new abilities that can be used later in their daily life.
I hope the students will enjoy this lesson.
REFERENCES

 Writers express: A handbook for young writers, thinkers, and learners. Great Source
Education Group, 1994.

 Liz, S., & John, S. (2001). American Headway: 1A, Student Book/workbook.
Oxford University Press.
 Viney, P., & Viney, K. (1995). Main Street (Vol. 6). Oxford University Press.

 https://en.islcollective.com/resources/printables/worksheets_doc_docx/nelly_the_nu
rse_-_reading_comprehension/present-simple-daily/24434

Lesson plan By Stephanie Arroyave Gil.

Universidad Pontificia Bolivariana
Faculty of Education and Pedagogy /Bachelor’s in English-Spanish
Course: Teaching Practice of English II /Professor: Javier Dario Restrepo.