Students are now ready to finish their first encounter with the present simple by learning the negative form of the tense. Once again, you will need to model a number of times so that students can become familiar with the correct conjugations.
Teacher: Ken, do you get up at seven o'clock? No, I don't get up at seven o'clock. I get up at eight o'clock. (Model the negative by accenting the negative elements 'no' and 'don't'.)
Teacher: Ken, do they study Russian? No, they don't study Russian. They study English. (Model the negative by accenting the negative elements 'no' and 'don't'.)
Continue to model a number of verbs contrasting 'you' and 'they' or 'we'.
Teacher: Paolo, do you get up at ten o'clock?
Student(s): No, I don't get up at ten o'clock. I get up at seven o'clock.
Teacher: Paolo, do we study French?
Student(s): No, we don't study French. We study English.
Continue this exercise around the room with each of the students. Pay special attention to the use of the auxiliary 'don't' in the negative. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.
Part II: Present Simple Negative - Adding 'he' and 'she'
Teacher: Ken, does she get up at seven o'clock? No, she doesn't get up at seven o'clock. She gets up at eight o'clock. (Model the negative by accenting the negative elements 'no' and 'doesn't'.)
Teacher: Paolo, when do you have breakfast?
Student(s): I have breakfast at eight o'clock.
Teacher: Susan, does he have breakfast at nine o'clock?
Student(s): No, he doesn't have breakfast at nine o'clock. He has breakfast at eight o'clock.
Teacher: Susan, when do you come to school?
Student(s): I come to school at a quarter past nine.
Teacher: Olaf, does she come to school at half past eleven?
Student(s): No, she doesn't come to school at half past eleven. She comes to school at a quarter past nine.
etc.
Continue this exercise around the room with each of the students. Pay special attention to the use of the auxiliary 'doesn't' in the negative. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.
Back to the Absolute Beginner 20 Point Program
