To improve Grammar skills of learners Lesson structure

Lesson Aim	To improve Grammar skills of learners
Lesson structure	Skills Grammar and vocabulary “Present Simple”
Level	elementary
Duration	45 minutes
Age of learners	10-12
Group size	10-15 learners

Lesson Plan

Timing minutes	Stage name	Procedure	Stage aim	Interaction
10min	Presentation: Introduction of Lesson Theme, Objectives, and Target Language. Time: 10 minutes	In this first stage, you need a meaningful context in which to show how this grammar is used. You can do this in many different ways. For example, you can draw pictures on the board with speech bubbles explaining what is happening, or you can use a short video clip to supplement the material in the textbook. You can also even mime a short scene if you feel confident in your acting ability! Here’s an example of how you might present the second conditional: On the board draw a stick man with thought bubbles coming out of his head. In these bubbles stick pictures of money, a sports car, a yacht, and a big house. Introduce the grammar structure with an example sentence: ‘If I won the lottery, I would buy a big house and a sports car.’ Ask concept questions that focus on the form of the grammar: ‘What verb form comes after ‘if’?’ Also ask questions that focus on the meaning of the grammar: ‘Do I have a lot of money now?’ Drill the class with the examples until you’re satisfied that they can do it reasonably well.		TTT
10min	Practice: Students work with the language. Scaffolding prior knowledge, jig-saw, group work. Time: 10 minutes Production: Students master and internalize language. This is an opportunity to apply the language to a task. Time: 20 minutes Assessment / Homework Time 5 minutes	1)Show pictures of situations in which people are expressing feelings. T: Talk to your team; make a list of what feelings you see. 2) Assign pictures to groups to share. T: Okay. Let’s listen to our classmates’ ideas and we can write more. 3) Students share ideas. 4) Students have guided practice with the teacher inserting different feelings into the model dialogue. Students will interview their classmates and ask how they feel and what situations make them feel that way. Students will write down their answers. T: Okay. Interview five classmates. How many classmates? Ss: Five. T: Right. Five from different teams. T: Use your practice sheet for examples. T: Write down your classmates’ answers. 1) Students will return to their team and share with their partner one item they learned about what makes another classmate feel a certain way. 2) The teacher will walk around and individually assess students.		STT

TTT-Teachers Talking Time

The simple present, present simple or present indefinite is one of the verb forms associated with the present tense in modern English. It is commonly referred to as a tense, although it also encodes certain information about aspect in addition to present time. The simple present is the most commonly used verb form in English, accounting for more than half of verbs in spoken English.^[1]
It is called "simple" because its basic form consists of a single word (like write or writes), in contrast with other present tense forms such as the present progressive (is writing) and present perfect (has written). For nearly all English verbs the simple present is identical to the base form (dictionary form) of the verb, except when the subject is third-person singular, in which case the ending -(e)s is added. There are a few verbs with irregular forms, the most notable being the copula be, which has the simple present forms

Conjugation[edit]

For pronouns I, you, we, they, there is no modification for verbs.
For pronouns he, she, it, a suffix is added following these rules:
For verbs that end in -o, -ch, -sh, -s, -x, or -z, the suffix -es is added
Examples:

• 
  Go – Goes
  
• 
  Catch – Catches
  
• 
  Wash – Washes
  
• 
  Kiss – Kisses
  
• 
  Fix – Fixes
  
• 
  Buzz – Buzzes
  

For verbs that end in a consonant + y, the letter y is replaced by the suffix -ies.
Examples:

• 
  Marry – Marries
  
• 
  Study – Studies
  
• 
  Carry – Carries
  
• 
  Worry – Worries
  

In other cases, the suffix -s is added.
Examples:

• 
  Play – Plays
  
• 
  Enjoy – Enjoys
  
• 
  Say – Says
  

And a special situation happens with the verb "to have" in which the letters ve are omitted before adding s.
Example:

• 
  Have – Has
  

Formation[edit]
The basic form of the simple present is the same as the base form of the verb, unless the subject is third person singular, in which case a form with the addition of -(e)s is used.^[2] For details of how to make this inflected form, see English verbs § Third person singular present.
The copula verb be has irregular forms: am (first person singular), is (third person singular) and are (second person singular and all persons plural). The modal verbs (can, must, etc.) have only a single form, with no addition of -s for the third person singular.
The above refers to the indicative mood of the simple present; for the formation and use of the subjunctive mood, see English subjunctive. (The defective verb beware has no simple present indicative, although it can be used in the subjunctive.)
The conjugation of the simple present is given below, using the verb write as an example.


Students Practice Time




Homework:

THE END

LESSON PLAN

Prepared by student of UzSWLU
Group 20/10
Kuchkarov Umid