Level 1 Session 4
Teacher GEMINI Level A1 (Adult
ESL)
Lesson 90 minutes Conte Talking about
Length xt morning,
evening, and
free-time
activities.
Target Present Simple
Langua (Affirmative/Question/Negative),
ge Frequency Adverbs (always,
sometimes, never), Time expressions
(at 7:00, in the evening).
Skills Speaking (Fluency), Listening (Detail),
Focus Reading (Task comprehension).
Material Whiteboard/Markers, Activity Picture
s Cards (daily routines/chores), Handout
1 (Frequency Adverb Sorting), DEC
Board.
Aims, Assumptions, and Problems
Main Aims (Revision/Activation)
By the end of the lesson, learners will have consolidated and activated their
ability to:
1. Describe their daily routine and free-time activities using the
Present Simple (PS) tense with increased fluency and autonomy.
2. Accurately use Frequency Adverbs (always, usually, sometimes,
never) and place them correctly within the PS sentence structure.
Subsidiary Aims (Review/Consolidation)
By the end of the lesson, learners will have had practice in:
1. Reviewing the PS third-person singular (-s) form and its pronunciation.
2. Formulating and responding to "How often...?" and "What time...?"
questions.
3. Improving listening comprehension for specific details during S-S
interaction.
Assumptions and Anticipated Problems/Solutions
Category Assumption Anticipated Solution
Problem
Learners Learners have Confusion E&C: Brief, targeted
been exposed to regarding the elicitation on the third-
the core third-person person rule. CP: A
vocabulary for singular -s gap-fill task that
daily activities ending (e.g., specifically requires
(wake up, have She take the correct -s ending.
breakfast, go to breakfast vs
work) and She takes
common chores breakfast).
(do the dishes).
Context/ Learners Learners may E&C: Review the
Skills understand the incorrectly position (before main
basic sentence place verb, after to be) using
structure of the Frequency a clear
Present Simple (S- Adverbs (e.g., timeline/diagram on
V-O). I watch always the board. CP:
TV vs I always Handout with
watch TV). sentences to
reorder/correct the
adverb position.
Language Learners can Difficulty E&C: T elicits the
generally form formulating the complete target
simple PS "How often?" question and models
questions (Do question the correct form and
you...?). structure. intonation clearly on
the board.
Language Focus (Review)
Languag Meaning Form (Focus for Pronunciation
e Item Review) (Focus for Review)
Present Habits, facts, Affirmative: Third-person -s:
Simple and routines. I/You/We/They + V1; Focused drilling on
She/He/It + V1 + s. the three sounds: /s/
Question: Do/Does (sleeps), /z/
+ Subject + V1? (goes), /ɪz/ (watches).
Frequenc How frequently Position: Subject + Sentence Stress:
y an activity Adverb + Main Stress falls on the
Adverbs happens. Verb. (e.g., I usually main verb and
relax.) content words: I
always go to the
gym.
Question Eliciting What time + do/does Intonation: Falling
Forms specific + S + V? How often intonation for WH-
information + do/does + S + V? questions (What time
about timing or do you wake up? $\
frequency. searrow$).
Stage Plan
Stage Aim Procedure Timing Interacti
on
I. LEAD-IN / 10 mins T-S, S-S
WARMER
Activate Find Someone Who: T 1. T-S (2) 2. S-S T-S, S-S
Context & distributes a worksheet (8)
Vocab Review with half-complete
sentences related to
routines (e.g., "Find
someone who... watches
TV in the morning"). Task:
SS stand up and ask
classmates questions (Do
you watch TV in the
morning?) to find someone
who does the activity. T
monitors for correct PS Q/A
form and third-person -s.
II. ELICITATION 15 mins T-S
&
CLARIFICATION
(E&C)
Review T writes the prompt: I 1. T-S (5) 2. T-S T-S
Frequency have coffee for breakfast. (5) 3. T-S (5)
Adverbs & T asks CCQs: Is this 100%
Position true? (Maybe). T elicits the
full range of Frequency
Adverbs (always, usually,
sometimes, never). T
places the adverbs on a
Continuum/Timeline (0%
to 100%). Task: T elicits
the rule for Adverb
Position (before the main
verb, after to be).
Pronunciation: T drills
the third-person -s sound
variations (e.g., He sleeps
/s/ at 10 pm.).
III. 25 mins S-S, T-S
CONTROLLED
PRACTICE (CP)
Accuracy T distributes Handout 1: 1. T-S (2) 2. S-S S-S, S-T
Practice: Correction and (15) 3. S-T (8)
Adverb Reordering. The handout
Placement & contains sentences with
PS form incorrect adverb
placement (e.g., I watch
always TV) and incorrect
third-person forms (e.g.,
He never do the dishes).
Task: SS work in pairs to
correct and reorder the
sentences. Checking: T
nominates pairs to write
their corrected sentences
on the board. T facilitates
quick class feedback. T
notes common errors
(e.g., missing do/does) for
later DEC.
IV. FREER 30 mins S-S
PRACTICE
(FP) /
COMMUNICATI
VE TASK
Fluency T divides the class into 1. T-S (2) 2. S-S S-S
Activation: pairs (A and B). T tells Planning (3) 3.
Secret Routine Partner A to secretly S-S Interview 1
Interview choose a famous or (10) 4. S-S
fictional character (e.g., a Switch/Intervie
movie star, a fictional w 2 (15)
superhero, a pop singer)
and write down their
imaginary routine/free-
time habits using the TL.
Task: Partner B interviews
Partner A using PS
Questions (How often do
you go to the gym? What
time do you finish work?)
to try and guess the
Secret Character (5
mins). Switch Roles and
repeat (5 mins). T
monitors discreetly,
prioritizing fluency and
successful negotiation
of meaning. T continues
to note errors for DEC.
V. FEEDBACK & 10 mins T-S, S-T
DELAYED
ERROR
CORRECTION
(DEC)
Review Aims & DEC: T writes up the 5-6 1. T-S (8) 2. S-T T-S
Correct Errors non-crucial, persistent (2)
errors collected during the
FP stage on the DEC board
(e.g., She always take a
nap, What time you wake
up?). T uses guiding
questions to elicit the
correction from the class.
Final Review: T asks SS
to quickly write down
three things they learned
today (grammar or
vocabulary). T praises
successful use of the TL
during the activity and
formally ends the session.