ESL Lesson Plan

ESL Lesson Plan

ESL Lesson Plan focused on Basic English Grammar: Present Simple Tense for beginner students. This plan includes objectives, activities, and assessments.


Lesson Plan: Present Simple Tense

Level: Beginner
Duration: 60 minutes
Topic: Present Simple Tense
Objective:

  • Students will be able to use the Present Simple tense to talk about daily routines and habits.
  • Students will correctly form affirmative, negative, and interrogative sentences in the Present Simple tense.

Materials Needed:

  • Whiteboard and markers
  • Flashcards with daily routine actions (e.g., eat, sleep, run)
  • Handouts with exercises (gap-fill, sentence building)
  • Pictures or flashcards illustrating daily routines

Lesson Outline:

1. Warm-Up (5 minutes)

  • Objective: Activate prior knowledge and get students talking.
  • Activity: Start by asking students simple questions about their day (e.g., “What time do you wake up?” “What do you eat for breakfast?”).
  • Interaction: Teacher-student interaction. Encourage students to respond with short, simple answers.

2. Presentation (10 minutes)

  • Objective: Introduce the structure of the Present Simple tense.
  • Explanation:
    • Affirmative: Subject + base verb (e.g., “I eat breakfast at 7 a.m.”)
    • Negative: Subject + do/does not + base verb (e.g., “She does not eat breakfast.”)
    • Question: Do/Does + subject + base verb? (e.g., “Do you eat breakfast?”)
  • Teacher-Led Explanation: Write examples on the board for affirmative, negative, and interrogative sentences.

3. Guided Practice (15 minutes)

  • Objective: Practice forming sentences in the Present Simple tense.
  • Activity: Hand out worksheets with sentence-building exercises. Provide a list of subjects (I, you, she, he, they, etc.) and base verbs (eat, run, sleep, etc.). Ask students to form affirmative, negative, and interrogative sentences.
  • Pair Work: Let students work in pairs to complete the exercises.
  • Monitor: Teacher walks around, giving feedback and answering questions.

4. Speaking Activity (10 minutes)

  • Objective: Encourage students to use the Present Simple tense in conversation.
  • Activity: Flashcards of daily routines. Each student picks a card and describes their routine using the Present Simple tense (e.g., “I wake up at 6 a.m.”). Another student asks a follow-up question in the Present Simple tense (e.g., “Do you wake up early every day?”).
  • Interaction: Pair or small group discussion.

5. Listening and Writing (10 minutes)

  • Objective: Improve listening comprehension and writing skills.
  • Activity: The teacher reads aloud a short text about someone’s daily routine. Students listen and write down key information.
  • Example Text: “John wakes up at 6 a.m. He eats breakfast at 7 a.m. He goes to work at 8 a.m. and finishes at 5 p.m.”
  • Follow-up: Students answer questions about the text.

6. Production (5 minutes)

  • Objective: Have students create their own sentences.
  • Activity: Each student writes 3 sentences about their daily routine: one affirmative, one negative, and one question in the Present Simple tense.
  • Sharing: Students read their sentences aloud to the class or in pairs.

7. Review and Assessment (5 minutes)

  • Objective: Summarize the lesson and assess learning.
  • Activity: Ask students questions to check their understanding (e.g., “How do you form a negative sentence in the Present Simple tense?” or “What is the auxiliary verb for he/she in questions?”).
  • Homework: Assign a short worksheet with gap-fill exercises or ask students to write a paragraph describing their daily routine.

Assessment:

  • Participation in class discussions and speaking activities.
  • Completion of written exercises and worksheets.
  • Observation of sentence accuracy during guided practice and speaking activities.

Follow-Up Lesson: In the next lesson, introduce frequency adverbs (always, sometimes, never) to add detail to students’ sentences in the Present Simple tense.


This lesson plan provides a balanced mix of listening, speaking, reading, and writing, ensuring that students practice using the Present Simple tense in multiple contexts.

Lisna Ibrahim

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