Routine profile 1
Listen for works, starts, studies, watches and goes.
TF30 · A1 GRAMMAR · 30 MIN
Third-person -s and -es
Describe another person’s real routine with accurate, audible present-simple verb endings.
Why this lesson matters · เหตุผลที่เรียนบทนี้
For learners: The third-person ending helps a listener understand another person’s recurring routine accurately.
For teachers: Learners move from routine meaning to spelling changes, intelligible endings, dual-accent listening, connected planning and one independent profile with a focused retry.
สำหรับผู้เรียน: เสียงท้ายกริยาช่วยให้ผู้ฟังเข้าใจได้ชัดว่าเรากำลังเล่ากิจวัตรที่เกิดซ้ำของอีกคน
สำหรับครู: ผู้เรียนเริ่มจากความหมายของกิจวัตร แล้วฝึกรูปกริยา เสียงท้าย การฟังสองสำเนียง การวางแผน และจบด้วยการเล่าจริงพร้อมแก้เฉพาะจุด
Your Goal
By the end of this lesson, you can form common third-person singular verbs, pronounce the endings clearly enough, and describe another person’s real routine.
คำอธิบายภาษาไทย
เปลี่ยนกริยา Present Simple ที่ใช้กับ he, she หรือ it เป็น -s, -es, -ies และรูปสำคัญ ออกเสียงท้ายให้ฟังรู้เรื่อง และเล่ากิจวัตรจริงของอีกคนเป็นเวลา 1 นาที
Why this lesson matters
The small ending tells the listener that one other person or thing does an action regularly. It supports accurate profiles, routine descriptions and follow-up questions.
ภาษาไทย: เสียงท้ายเล็ก ๆ ช่วยบอกว่าประธานเป็นคนหรือสิ่งหนึ่งอย่าง he/she/it และกำลังเล่ากิจวัตรที่เกิดซ้ำ ไม่ใช่สิ่งที่กำลังเกิดตอนนี้
PROGRESS FOCUS What improves today?
MEAN · MeaningChoose a repeated or usual action for one other person, animal or thing.
FORM · FormControl -s, -es, -ies, has and does; keep the ending audible without exaggeration.
USE · Real useBuild a connected one-minute profile with time, frequency, comparison and one follow-up.
Your 30-minute route
1 · 4 minBuild a routine bank
2 · 5 minMap verb changes
3 · 5 minHear three endings
4 · 5 minListen and classify
5 · 5 minPlan a real profile
6 · 6 minProfile, compare and retry
Teacher Lesson Plan
Keep the grammar attached to one meaningful person and a connected routine. Treat pronunciation as recognition and intelligibility support—not as a separate pronunciation lab.
| Stage | Teacher move | Evidence |
|---|---|---|
| 1 · Meaning | Collect repeated actions for one person. | Eight routine facts |
| 2 · Form | Sort twelve verbs by spelling change. | Twelve verb changes |
| 3 · Sound | Map /s/, /z/ and /ɪz/ in phrases. | Nine sound decisions |
| 4 · Listen | Recover two routine profiles. | Two listening maps |
| 5 · Plan | Sequence six facts and one comparison. | One profile plan |
| 6 · Perform | Score MEAN/FORM/USE and target one retry. | Profile + retry |
Stage 1 · Build a routine bank for one person
Choose repeated actions—not a picture of what is happening now.
STUDENT TASK
| Part of the day | Base verbs | Real or fictional detail |
|---|---|---|
| morning | wake, have, leave | Mali wakes at six. |
| work or study | start, study, teach | She studies online. |
| free time | play, watch, go | She watches films. |
| evening | finish, cook, read | She reads before bed. |
- Choose one real or fictional person.
- Select eight repeated actions.
- Add two time phrases and one frequency word.
- Reject one action that is happening only right now.
Finish evidenceEight routine facts, two time phrases and one frequency word.
Teacher Help · Stage 1
Ask “Is this usual?” Keep the person consistent so later verb changes form a connected message rather than unrelated drills.
Stage 2 · Map -s, -es, -ies and useful special forms
Look at the base verb ending before changing it.
STUDENT TASK
| Change | Base → third person | Use in a routine |
|---|---|---|
| usually +s | work → works · read → reads · play → plays | He works from home. |
| -ch/-sh/-ss/-x/-o +es | watch → watches · finish → finishes · go → goes | She goes by train. |
| consonant + y → ies | study → studies · try → tries | He studies at night. |
| vowel + y +s | play → plays · enjoy → enjoys | She enjoys music. |
| useful special forms | have → has · do → does | He has lunch at noon. |
- Sort twelve new verbs into the five rows.
- Say the third-person form.
- Use six forms in complete routine sentences.
- Correct: “She studys” and “He haves.”
Check the spelling choice
Change the verb only after he, she, it or one named person/thing in an affirmative present-simple statement.
Finish evidenceTwelve verb changes, six complete sentences and two corrections.
Teacher Help · Stage 2
Do not teach the spelling list as a chant. Ask learners to point to the base ending and explain the change before using the verb in their profile.
Stage 3 · Hear /s/, /z/ and /ɪz/ in useful phrases
Keep the ending audible enough for the listener to recognise the form.
STUDENT TASK
| Ending sound | Useful verbs | Short phrase |
|---|---|---|
| /s/ | works · starts · takes | works late |
| /z/ | plays · reads · goes | reads every evening |
| /ɪz/ | watches · finishes · teaches | finishes at five |
- Place nine verbs under the three sounds.
- Listen to your own short phrase once.
- Repeat each phrase naturally—not as a long extra syllable.
- Partner points to the verb heard.
Check intelligibility, not imitation
The goal is that the listener recognises the verb form in connected speech. Accent variety is welcome when the ending remains clear.
Finish evidenceNine ending-sound decisions and nine intelligible phrases.
Teacher Help · Stage 3
Use the minimum sound support needed. Return immediately to phrase meaning so this remains Grammar in Context rather than a pronunciation drill.
Stage 4 · Listen and classify two routine profiles
Recover who does what, when and how often.
STUDENT TASKAmerican English · Joanna British English · Brian
Routine profile 2
Listen for has, does, takes, finishes and plays.
| Pass | Record | Question |
|---|---|---|
| 1 · Meaning | person + six actions | What is the routine? |
| 2 · Form | base form → heard form | How did the verb change? |
| 3 · Sound | /s/, /z/ or /ɪz/ | Which ending helped you recognise it? |
- Listen once and order the day.
- Listen again and record ten target verbs.
- Rebuild two sentences from notes.
- Choose one detail to compare with your life.
Finish evidenceTwo listening maps, ten base-to-third-person pairs and one comparison.
Teacher Help · Stage 4
Accent variety tests transfer, not imitation. Ask for the subject and meaning before replaying an ending.
Stage 5 · Plan a connected one-minute profile
Sequence a day instead of listing six separate sentences.
STUDENT TASK
| Profile move | Notes only | Language target |
|---|---|---|
| Introduce | person + role | This is… / He works… |
| Morning | two actions + time | starts / goes / has |
| Work or study | two actions + frequency | usually studies / teaches |
| Free time | two actions | plays / watches / reads |
| Compare | one same or different detail | He…, but I… |
| Follow-up | one likely question | Does he/she…? |
- Plan six target verbs.
- Add two time phrases and one frequency word.
- Add one comparison with your routine.
- Predict and answer one does question with a base verb.
Finish evidenceOne connected profile plan with six verbs, time, frequency, comparison and follow-up.
Teacher Help · Stage 5
Check verb forms in the notes but do not supply full sentences. Ensure the follow-up uses does + base verb, not does + verb-s.
Stage 6 · Final Practice: profile, compare and retry
Make the routine understandable to someone who does not know the person.
STUDENT TASK
FINAL PRACTICE
Introduce → sequence six actions → add time and frequency → compare → answer → retry
- Deliver a 50–70 second profile of one real or fictional person.
- Use at least six third-person verbs from three spelling groups.
- Keep four target endings audible in connected speech.
- Add two time phrases and one frequency word.
- Compare one routine detail with your own and answer one follow-up.
- Receive one target—meaning, form or real use—and retry only the weakest part.
Follow-up rule: “Does she study at night?”—the verb returns to the base form after does.
Score the first independent performance
MEAN · MeaningThe listener understands one person’s repeated routine and the time/frequency relationships.
FORM · FormCommon -s, -es, -ies, has and does forms are accurate and key endings remain audible.
USE · Real useThe learner delivers a connected profile, comparison and follow-up without teacher-supplied sentences.
0 · Not yetThe listener cannot reliably identify who does what.
1 · With supportThe profile works after one spelling, ending or does + base prompt.
2 · IndependentThe profile, comparison and follow-up remain clear and accurate without a model.
Result: 0–2 Rebuild · 3–4 Developing · 5–6 A1 performance evidence.
Finish evidenceTwelve verb changes + nine sound decisions + two listening maps + one one-minute profile + one focused retry.
Teacher Help · Stage 6
Score the first independent profile. Give one target only, then record whether the retry improves routine meaning, verb form or intelligibility.
Grammar you can use
You can now change common present-simple verbs after he, she or it, keep the ending clear and describe another person’s real routine. Continue through the Dynamic Learning Graph below.
Return to Grammar LessonsContinue your learning path
Have Got and Has Got
Exchange possession and relationship facts first
ทบทวนการบอกการมีและความสัมพันธ์ก่อน
Describe What Is Happening Now
Continue to actions happening now
ต่อไปฝึกบอกสิ่งที่กำลังเกิดขึ้นตอนนี้
Ask About Free Time with do and does
Compare present-simple question control
เปรียบเทียบการใช้คำถาม Present Simple
Talk About Your Daily Routine
Connect first-person and third-person routines
เชื่อมกิจวัตรของตนเองกับกิจวัตรของอีกคน
