I’ve often wondered about the logic of teaching present simple to beginners. It is the most complex and fiddly tense to get right. If proof were needed, how many high level students still make mistakes with it? Yet we ask beginners and elementary students to struggle with this tense, their first.
Of course, I know why we focus on this tense. It has to be done. The present is the logical starting point. It doesnt make it any easier for our poor students though.
This lesson aims to try to solidify those rules, and also offer reading skills practice and some vocabulary work. The context is someone talking about their likes and dislikes looking for a flatmate. The final task is about them leaving a voice message with the opportunity for some controlled and free practice.
Here is a copy of the text.
I’m looking for a social friendly fun flatshare with people my age. I currently live in Dalston east London and I am looking to move south to New Cross, Brockley or Deptford. £650 pcm is my budget and I would like a double room.
I work 9-5 for a charity and volunteer at the weekends, which keeps me pretty busy but I love having flatmates I can socialise with. I love going out to eat, exploring fun bars, watching good films and experiencing all London has to offer. I am looking to share with fun and interesting people. I also love animals, so cats and dogs are not a problem for me! I’m a smoker so I’d need somewhere I could smoke but happy to go outside.
Thanks in advance!
Enjoy and let us know how it goes
Aim: practice present tenses
Level: Elementary +
Pre reading task
1.1 Chat about flats, ask students to think of what they want when they move to a place?
1.2 Ask about what they they want the people they live with to be like?
2.1 Do vocab match and check as a class
3.1 Look at the Present simple practice exercise, checking together.
3.2 Look at the rules and help the students by monitoring
Target: to record a voice message that they could leave on Sarah’s phone
4.1 Ask the students to think whether they would like to live with Sarah
4.2 Ask them to complete the plan for a phone call and add any extra parts they choose
4.3 Ask the students to record it – and save – this part of the lesson goes test – teach – test.
4.4 This is where you can get into any pronunciation details you want. I looked at connected speech, weak forms and tone units.
4.5 Now ask them to listen to their first recording and think of where they could improve it. They will initially tell you it is all terrible so make them listen a couple of times.
4.6 Ask them to rerecord it and email it to you so that you can send feedback.