Unassessed Grammar lesson
To provide clarification and review of simple present tense negative and question forms in the context of daily routines
To provide fluency and accuracy speaking practice in a debate in the context of daily routines
Procedure (39-50 minutes)
1. Some pictures are presented 2. Using mime and pictures T tries to elicit the words or phrases related to daily routine up to slide 5 in the PowerPoint Presentation. 3. The 6th and 7th slides are a review of some time expressions they have seen before.
1. T show the photos together on a slide. 2. T asks students what they can see and what time the people in the picture usually do their daily activities. 3. The sts are asked to to ask and answer Qs about pictures.
1. The table with one of the sentences from the context of daily routines is presented. 2. The negative and question forms are practiced using substitution drills.
1. The rule is written on the board and the parts are underlined. 2. It is emphasized that simple present tense is used to talk about daily activities. 3. The pronunciation of the plural morpheme is revisited. (It is assumed that they already know the pronunciation.)
1. The students are asked to do a fill-in-the-blanks activity. 2. Instructions are given. 3. One model sentence is provided. 4. Time is set. 5. They check the answers together in pairs. 6. Whole class feedback to check their answers.
1. Unscrambling is the next activity. 2. Sts are divided into two groups. 3. Cut-outs are provided. 4. The teams are asked to finish and then move to the board to stick the sentences on the board. 5. The students check each others' sentences.
1. T tells students to write 10 sentences about a person in their family and find ten ways they are different. 2. After instructions, one example is done and written on the board: I get up at six o’clock, but my brother gets up at 10 every day. He doesn’t work. 3. The hand-outs are distributed. 4. The time is set and after three minutes, they are asked to stop. 5. The sts are asked to work in groups of three to talk how they are different from their family members. 6. If time allows and the activity is run smoothly, T asks one student to say how one of his/her group mates is different from the family member.