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NORTON UNIVERSITY

College of Arts, Humanities, and Languages

LESSION PLAN
Teachers name: Phal Sokunthy

Classroom: E2b

Course book: Core English 1A & 1B, Foundation Year

Date: 10 March 2015

Time: 7:00-8:20

Aim(s): To teach Present Simple (Positive, Negative and Question)


Objectives: At the end of the lesson, the students will be able to:
1. Use correct spelling when verbs are used with Third Person Singular
2. Use three forms of Present Simple.
3.

UNIT 1
PRESENT
SIMPLE
(pp. 2 & 3)

STAGE

MOTIVATION

TOPIC

Use Adverb of frequency to describe their daily habit.

PRESENTATION

Session 1

TECHNIQUES

WARM- UP: CHATTING WITH THE STUDENTS


Objective(s):

Objective(s):

RESOURCE

5 mns

Oral

( 7:007:05)

To draw Sss attention to the lesson.


Ss feel welcome in the classroom and relaxed with teacher.
To involve Ss in the lesson while others are coming late.

TECHNIQUE 1: MEANING-TO-FORM METHOD

DURATION

Ss will be able to give the form of present simple ( - , + and ?)


(S+v+obj , S+does/do +not+ v+ obj, Wh-q+does/do+S+V+obj)
Ss will be able to write sentence correctly by using correct spelling
and correct Adv.Fre in their sentences.

Procedure:

20 mns

Student

(7:05: 7:25)

Teacher
Whiteboard
Marker

COMMENTS

Adverb of Fre : Always (100%), Usually (90%), Normally(80%),


Often (70%) Sometime ( 50%), occasionally (30%) , seldom (10%),
hardly ever/ rarely ( 5%) , never (0%)
Response:

PRACTICED

Ss give example following the three forms.

10 mns
TECHNIQUE 2 : SUBSTITUTION DRILL WITH TABLE
Objective (s):

Ss correctly write the sentences on the board from the table, using

n Table

T put the complete substitution table on the board.


T drills the Ss to make them used to making sentences.
( T points only)
The Ss make more sentences by themselves.

Data:
I

Eat/ eats

Sokunthy

rarely

Have/ has

Borin

Usually

Play/plays

Normally

Sing/sings

sometimes

Get up/ gets up

We
You
They

Watch/watches

Early
Karaoke
Ice-cream
Dinner at 9:00
TV after dinner

Response:

Ss write the sentences on the board, using words/phrases from the


table

Marker
Substitutio

Procedure:

Teacher
Students

the pattern.

7:25-7:35

Whiteboard

TECHNIQUES 3: COMPLETE THE SENTENCE


Objective(s):

15 mns

Students

( 7:35-

Course

7:50)

book page
2&3

Ss will be able to complete the sentences with the correct form of

Whiteboard

the verb in bracket.

Marker

PRODUCTION

Procedure :

T asks Ss to open the book( page 2&3) and asks them to complete

the sentence in Practice 1 & 3


T gives an example as a model.

10 mns

Ss

TECHNIUES 4: STORY CONSTRUCTION

(7:50-

A Jar of

Objective(s):

8:00)

number

10 mns

Students

Ss will be able to use present simple correctly in their sentence


Ss improve their speaking, esp. the endings/es.

Procedure:

T gets ss to draw a number in the jar which contains 10 numbers.


After Ss get number, T asks who gets number one.
Ss who get number one start making sentence first and number 2
has to listen and continue story by giving other sentences and keep

doing it until all numbers is used.


Choose two students coming up to the board and recall the
information.

Data:

Topic What do you usually do after you get up until you go to bed?

Response

Ss stand up and speak out the sentence.

TECHNIQUES 5: WRITING TRUE STATEMENTS

(8:00-

Objective(s):

8:10)

Ss write a short text( about 10 sentences) to describe their daily

routine using the target pattern learnt/taught( Present Simple)


Ss exchange information about their daily activities.
Ss get real information about their classmates.

Procedure:

Ss work individually.
Ss write true sentences about their daily routine on a piece of

paper.
Ss stand up and read their own text.

Response:

CLOSING

Ss write a short passage about their daily routines.

5mns
(8:10-815)

T asks some concept checking questions. (To check meaning, form, use)
T gives comments on Ss performances.
T check attendance.
T says good bye.

EXTRA TECHNIQUES: BINGO


Objective(s):
Ss improve their listening skill.
Ss do more practice on the third person singular, especially, the ending s/es
Procedure:
T writes 9 verbs in their third person singular on the board
Each Ss draws a square of four boxes on piece of paper
Then, Ss choose four from the 9 words and write them down in the square.
T read out some of the 9 verbs, and Ss tick the ones they hear.
The Ss having ticked all the four verbs first shout BINGO
Data:
The four-box square drawn on the board.

The nine verbs: kisses, teaches, pushes, crosses, does, stays, studies, washes, cries.
Response:
Students listen and tick.