Simple Lesson Plan: Teaching Simple Present Tense

Lesson Plan: Teaching Simple Present Tense

Objective: By the end of this lesson, students will be able to:

1. Understand the concept of the simple present tense.
2. Form affirmative, negative, and interrogative sentences using the simple present tense.
3. Use the simple present tense in speaking and writing accurately.

Materials:

• Whiteboard or blackboard
• Markers or chalk
• Worksheets or handouts
• Flashcards (optional)
• Multimedia resources (optional)

Procedure:

Warm-up activity (5 minutes):

• Begin the lesson by asking students about their daily routines or activities they do regularly.
• Write their responses on the board and elicit sentences using the simple present tense. For example, "I wake up at 7:00 a.m.," "I brush my teeth every morning," etc.
• Discuss briefly what they notice about the structure and usage of these sentences.

Introduction to the simple present tense (10 minutes):

• Explain that the simple present tense is used to talk about habitual actions, general truths, and regular routines.
• Write the formula for the simple present tense on the board: Subject + Verb (base form) + S/es.
• Provide examples of affirmative sentences using the formula and explain the third-person singular form (he/she/it + verb + s/es).
• Ask students to identify the subject, verb, and tense in the given examples.

Forming negative sentences (10 minutes):

• Explain how to form negative sentences in the simple present tense by adding "do not" or "does not" before the base form of the verb.
• Provide examples on the board and ask students to form negative sentences on their own using different subjects and verbs.

Asking questions and forming interrogative sentences (10 minutes):

• Explain how to form interrogative sentences in the simple present tense by using the auxiliary verb "do" or "does" at the beginning of the sentence.
• Provide examples on the board and ask students to form questions on their own using different subjects and verbs.
• Emphasize the use of the inversion of the subject and the auxiliary verb in questions.

Practice activities (15 minutes):

• Distribute worksheets or handouts with exercises related to the simple present tense.
• Ask students to complete the exercises individually or in pairs.
• Monitor their progress and provide assistance when needed.
• Review the answers as a class, addressing any questions or misconceptions.

Speaking practice (10 minutes):

• Divide students into pairs or small groups.
• Provide a list of prompts or topics related to daily routines, habits, or general truths.
• Ask students to take turns asking and answering questions using the simple present tense.
• Encourage the use of the third-person singular form in questions about other people or things.

Wrap-up and feedback (5 minutes):

• Recap the main points covered in the lesson, including the structure and usage of the simple present tense.
• Ask students if they have any questions or if there's anything they found challenging during the lesson.
• Provide feedback and address any areas that require further clarification.

1. Extension activities (optional): Use flashcards with pictures to elicit and practice simple present-tense sentences.
2. Show videos or audio clips depicting daily routines or habits, and have students describe what they see using the simple present tense.
3. Assign a short writing task where students describe their own daily routines or the routines of someone they know using the simple present tense.

Note: The duration of each activity may vary depending on the class level and the student's proficiency. Feel free to adjust the timing and activities according to the needs of your students.

Final Assignment: Blended Learning: Personalizing Education for Students.

Hello, my name is Richard.

There were a lot of people in my crowded classroom, and I was also really worn out. It occurred as a result of the fact that I received so much attention while learning. After that, I felt like it was a waste. Therefore, after I finish this course, I intend to design my classroom activity.

Students move about the classroom on a set timetable between different learning modes, which typically consist of three stations: online learning, face-to-face instruction, and group projects. For instance, a student might do an online assignment before taking part in a group activity and teacher-led instruction. Grouping students according to needs, abilities, or learning styles is common.

I think that by doing this, individualized learning experiences might result. As a result, the instructor or trainer can focus on and support each individual student more closely. It enables the trainer to develop interactive lesson plans that better target the unique learning requirements of individuals or groups. The learner can gain direct, one-on-one training from the trainer by including a 1-to-1 station. For instance, using a range of learning techniques enhances memory.

Learners who rotate between a variety of learning stations gain repetition and more engagement with the material, which helps them overcome the forgetting curve. The last point is that collaborative learning enhances learning. Numerous studies have demonstrated that group activities, cooperative learning, and a collective thinking strategy ultimately result in deeper learning.

I really feel that by doing this, I will be able to be more adaptable in taking charge of my pupils' growth rather than lecturing nonstop in the classroom.

YOUTH OF TOMORROW

Youth is often described as phase where a person does what he/she wants freely. The people perceive that young person or youth was identical with troublemakers, inconsiderate, noisy carpenters act. To prove them wrong about the youth now days, the young people have to be able to stand and fight for what is supposed to be fought and upheld for. The youth has known as a central to carry the transformation for the nation especially the people around them. Therefore, lifestyle of youth must be a good example. How do we become the example for the people? It happened through the way we think, we act and we evaluate. Those three aspects lead the youth to take privilege change for the nation and for the environment where they live particularly.

The youth are those who can bring a change for all people, it can be seen in those who are capable to think positively in overcoming the problems faced by them. The positive thinking or a good mindset became an essential aspect that needed by youth. It becomes quite important because a lot of young man who often take a hasty decision and tend to concerned to the profits for themselves. Therefore, positive thinking or mindset should have by all of the youth in order to see good things in every circumtances. 

Besides, youth must think wisely before making a decision to take an action in solving the problems. Sometimes youth takes an action without thinking it first, it takes them to the moments where life will be so dark and bad to them. 

Lastly is evaluation, after all obstacles we have through in life it is better for us to evaluate what we learned in those circumstances. From the evaluation it bridges us to see our own mistake, misunderstanding within the situations we were involved to. Thus, we supposed to not blame anyone and see everyone as enemy. To evaluate any kind of problems, we should be positive in seeing, thinking and taking an action in any circumstance. As a result, from evaluation we could reflect ourselves to what we have done wrong or right for do not do the same latter in the future. The evaluation also could be a record to become a barometer in directing us as youth of tomorrow, to face issues that will be found in coming days.

In relation with the explanation above, it can be concluded that to become tomorrow's youth in the days come ahead, each of us must have three aspects mentioned above. Which are must be able to think positive, to take an action bravely and to always evaluate ourselves. Those aspects could be the vehicle for us to have a better life as young man in our youth.

• Here is the video to be a reflection for us to be a youth in future life. by answering these questions.

1. Am I categorizing as a youth for tomorrow?
2. What can I do to be a better youth for tomorrow?

"Richard Masela"

Teacher's Story

Students of Kindy 2 SCK Ambon

    I am Richard, and I work with young children as a teacher. Being a teacher was a privilege for me since I believe that educators are change agents. Depending on whom you ask, there may be variations in the definition of a teacher. Some claim that a teacher is someone who inspires students and is patient and wise, among many other qualities. Since I last worked as a teacher, it has been at least four years. beginning with private instructors who visited the homes of students in the primary and senior grades. Sharing our knowledge with others and inspiring them to pursue their ambitious dreams was enjoyable. When you teach with passion, being a great teacher makes you happy. My students are mostly young; Imagine how plain they must be. Every time I met them, I was struck by a quality that words could never capture in their eyes. It is difficult to take part in encouraging children to achieve great things in the future. That requires a lot of work, and a teacher's success in the classroom is not always dependent on intelligence. The teacher must strike a balance between intelligence and all other strategies, techniques, and approaches, but most importantly, the teacher must have a heart that loves the pupils and what they do as teachers.

Students of Nursery 2 SCK Ambon

    I once had a primary-aged pupil who, regrettably, found it challenging to understand the lessons being taught. He chooses to play video games all the time, which initially made me wonder if he was having some sort of issue. After seeing him a few times, I came to the conclusion that he was not suited to learn English. He once had trouble answering a test when we were trying to up their level. I realized then that I had not done enough to help him out of his situation as a teacher. After some self-reflection, I came to the conclusion that I lacked something that makes me a bad instructor. The problem is that I lack the curiosity to stare into their eyes, feel what they felt, and come close to them. In conclusion, I need to become more attentive to the issues that students confront in order to improve my teaching abilities. In my role as a teacher at the school or even in the English course I was enrolled in, I lacked those kinds of abilities.

    So, being a teacher purportedly entails taking our responsibility to our kids very seriously. They are my children, not simply students in my eyes. Every class we attended together served as a reminder that while everyone can aspire to be a teacher, not everyone is cut out to be a good one. In the classroom, teachers must also cope with a diversity of personality types. Teachers must therefore be prepared for that circumstance and circumstance. I'll say it's challenging but rewarding because if your student forms a positive opinion of you, you'll be better able to handle them inside or outside the classroom, and things will be simpler. Treating kids like your children is the secret to becoming a beloved teacher.
"Even though I'm not a great teacher, I welcome criticism from others because it helps me improve in every facet of what I do,"

"Richard Masela"

Cara Penulisan Curriculum Vitae (CV) Lamaran Pekerjaan.

CURRICULUM VITAE

Nama                                     :   Manase Richard Masela

Tempat, tanggal lahir        :   Lelinglingluan, 12 juni 1995

Jenis kelamin                       :   Laki-laki

Alamat                                   :   Skip Tengah

                                                        RT. 003 RW. 002 Skip

                                                        Batu Meja, Sirimau Ambon 97125

No. telepon                            :   081382161036

Email                                       :   richardmasela73@gmail.com

Pendidikan Formal

2012 - 2017           :   Universitas Pattimura Ambon

                                        Fakultas Keguruan Dan Ilmu Pendidikan, Jurusan Bahasa Dan Seni, Program Studi Pendidikan Bahasa Inggris.

2009 - 2012           :   SMA Negeri 1 Tanimbar Utara

2006 - 2009           :   SMP Negeri 6 Tanimbar Utara

2002 - 2006           :   SD Kristen Abat

Pendidikan Informal

2017    : Pelatihan Kepemanduan Bagi Anggota Dan Calon Anggota Himpunan Pramuwisata Indonesia, Provinsi Maluku, 19 Mei- 3 Juni 2017. (Sebagai Peserta)

2016            : Tips for Writing and Publishing Undergraduate Research Paper in Academic Journal. Held in Ambon, Maluku-Indonesia. (As a Participant)

2016        : 1^st English Language Education Seminar on “Creativity and Innovation in Language Teaching. Ambon, April 30^th 2016. (As a participant).

2016        :  Semiloka Dan Workshop Pembelajaran Bahasa Indonesia untuk Penutur Asing dan pemantapan Kurikulum BIPA Unpatti, Ambon 26 Mei 2016. (As a participant)

2015            :   The 2^nd International Seminar on “Literacy and Language Teaching” 23-24 February, 2015 at Pattimura Universitas, Ambon. (As a participant)

2015            : Kegiatan Pelatihan Pengelolaan jurnal Dan Penulisan Artikel Ilmia Fakultas keguruan Dan Ilmu Pendidikan Universitas Pattimura. Ambon 04 Juni 2015. (Sebagai peserta)

2014            : “21th Century Education and Entrepreneurship Seminar” Ambon, 30^th  June 2014 (As a participant)

2012              : Seminar Nasional Bulan Bahasa 2012. 27 Oktober 2012 (Sebagai peserta)

Pengalaman Kerja dan Organisasi

2017-sekarang:  Menjadi Relation Officer (RO) Pada Sekolah Citra Kasih Ambon untuk unit TK-SD (Ciputa Group).

2017-Sekarang: Menjadi Teaching Assistant Pada LKP-MLC (Marlens' Language Center) di Ambon.

2017            : Menjadi Volunteer Tenaga Pengajar Bahasa Inggris Pada American Corner Unpatti Ambon.

2016-Sekarang: Menjadi Bendahara Ranting Pada AMGPM. Organisasi Kepemudaan Gereja.

2016            :  Menjadi Teacher Pada English Day untuk Anak sekolah Minggu pada Jemaat Ebenhaezer.

2015        : Menjadi Ketua Seksi Acara untuk Panitia BINKRAB (Bina Keageraban) Mahasiwa Baru Program Studi Pendidikan Bahasa Inggris.

2015                : Menjadi Anggota Panitia Rakernas HPI Yang Berlangsung di Ambon.

2015         : Menjadi Guru Magang Pada SMP Negeri 6 Ambon Periode September-Desember 2015

2014-2016  : Menjadi Anggota Paduan Suara "ED Choir" Program Study Pendidikan Bahasa Inggris.

2013-Sekarang: Menjadi Anggota HPI Maluku (Himpunan Pramuwisata Indonesia Maluku).

2013-sekarang : Anggota Pelayanan Laki-Laki Gereja Protestan Maluku (Masi Aktif)

2012            : Menjadi Ketua Seksi Usaha Dana dari KPPA (Kerukunan Pemuda Pelajar Abat).

Kemampuan:

·         MS Office dan Excel, memiliki kemampuan berkomonukasi yang baik, pribadi yang Jujur, berwawasan Luas dan bisa bekerja secara individual dan kelompok.

Reflective Writing

Reflection

Language and culture like a tree. It grows every day start from the root until it results a big tree with thousands leaves. Root is the important part of tree; it strengthens the tree and keep it stands straight. We choose root to represent language and tree represents culture. As the root shares mineral throughout all parts of the tree to give nutrition and make it alive, so do how the language create and keep culture alive. We believe that language shapes how people communicate to each other and also helping people to view things contrarily. Kramsch describes the relation between language and culture in three verbs; language expresses, embodies and symbolizes culture reality. Theses verbs are actually possessed similar meaning that language helps people to understand and or do the culture. Culture cannot be seen nor convey without language; whether spoken or written language. It creates the meaning to certain group that only understood by the member of that group. The example of our experience is when we entered English study program. We have to pass a process named “Binkrab” where it has been a tradition of English Study Program to introduce the study program for all freshmen. During that process, the committee taught us about the requirement of how to be good learners and study well in ESP. Also its process consists of some activities and songs that given by the senior. This tradition has started from previous generations until now and by sharing it to us (through language), the culture or tradition of “Binkrab” will never decay. This is how the language can preserve cultures. Kramsch’s statement that “language is not culture-free code” means culture is existed within the use of language. In fact, language helps culture to be maintained. How we can possible know about ESP tradition, songs, tips about how to be a good learner in ESP from generation to generation if not from the story spoken or written by seniors in Binkrab. The past culture has been passed for us through language and current culture will be passing for people in the future through language as well.

In the poem of Emily Dickinson about Roses, the use of “General Rose” which represents Nature, “The Lady” as Language, and “The Attar” or fragrance of the Roses as Culture.  This poem put language and culture to weird relationship where they can both influence each other in so many ways. Naturally, rose is just one of beautiful flowers which can be wilted anytime. Unfortunately, the natural characteristic of a flower makes it only beautiful when we see it directly. On the flip side, culture and language can do things nature cannot. Time has no effect on both culture and language. Culture brings Rose to so many ears through language. It makes people imagine how beautiful Rose is. Every time someone mention Rose, the definition of Rose develop in society will lead them to define it by the culture they kept and language they heard. Roses may be only a kind of flower but culturally, Rose is a sign of true love and sometimes can also be a sign of a Lady. The Lady and the Rose is not immortal, the Lady can die and the Rose can “decay”, but the Rose can be immortal when the perfume maker change the rose petal into high cost perfume. From the perfume, the Lady can use it, and the fragrance of the rose made her immortal. We can conclude that, “Culture is never died, when Language make it immortals”. We can know about the culture of one community because of language. There is the “screw” as socialization or acculturation to be a “gift” of the culture to know about the community. Language and culture need each other by supporting each of their existences in society.

Members of speech community believe in a general definition toward particular things. Basically, society has variants definition of something. The people who have similar definition of those particular things will lead them to be in one speech community. For instance, some people believe chocolate is a symbol of fat people, because people who consume chocolate a lot mostly fat. Or, some people also think that chocolate is a symbol of Valentine’s Day; people show their affection on people they care by giving them chocolate. Those who believe in one of those two definitions of chocolate will put them in one speech community with others who have similar thought. Member of discourse community share same interest toward something. Me, Mima and Dilla are in one discourse community since we love Korean music, drama, and culture. Resti, Dewi, and Dilla love reading Novel that makes them have their own discourse community. Vano and Richard love Ariana Grande, it also causes them to have their own discourse community. Discourse community recruits people by relevant qualification. They share same topic, thought and mindset when they meet. FRG also can be considered as discourse community since we discussed things that other people might not think to discuss. It leads to the discussion about imagined community. The basic knowledge about imagined community is not based on face to face communication. Korean lovers, Novel club or Ariana grande’s fans are from all around the world. Yet, they cannot meet every day to discuss things but the communication is made by social media. In addition, media also can be one imagined community. Sometimes, media creates stereotype to people by their images, videos and news. People who watch, read and or listen to media are considered in one imagined community since they do not see things happening in real but through the story created by media. In addition, the project we did for CCU class – Cyber Pal is also another example of imagined community.

Discussed and written by:

Ayu Aprilya Sari Abdullah

Resti Safitri Ali

Manase Richard Masela

WHAT TOGETHERNNESS REALLY IS??

       Togetherness is the feeling of being close to another person emotionally and physically. It is an emotion which cannot be definitive outside of its current sociological meaning, and the reality of such a term is not "knowledge." It is well symbolized by the gesture of holding both hands up, slightly cupped with palms facing each other, and moving them together to create a circle. The other symbol is also when two arms hold each other at the wrist.