AslihanSengun AslihanSengun

Beginner level


In this lesson, Ss will learn some vocabulary related to the daily routines. Ss will learn these verbs on a diagram in which they will also be familiar with some time expressions. After using pictures and diagram to teach the vocabulary, Ss will read a text to see the vocabulary in a context and practise it. Ss first read the text for gist to answer a general question. Then Ss scan the text to underline and find the features of morning and night people. Finally, Ss ask and answer Yes/ No questions about their daily routines.


0rsu482mqgupgzj0zzig reading PPT

Main Aims

  • To introduce new vocabulary related to daily life verbs in the context of daily routines

Subsidiary Aims

  • To provide gist and scan reading practice using a text about morning and night people in the context of daily routines


Warm-up (1-2 minutes) • to set the context for the lesson

After greeting Ss, T starts lesson by complaining: 'I'm too tired. I get up early. I'm not a morning person. I'm a night person. I don't like getting up early.' T writes 'Night person' on WB. T asks Ss some questions. 'Do you get up early? Do you like sleeping? Do you have breakfast every day? Do you sleep late at night?'

Lead-in (6-8 minutes) • to teach related vocabulary and to provide some practice

T starts lesson using the pictures related to daily routines (10verbs) . After showing each picture, T sticks them on WB in a mixed way. T draws a diagram in which there is line to show some time expressions (morning, evening, night, noon, midnight) from sunrise to sunset. Ss are supposed to stick each picture on the correct time expression. By doing so, Ss will relate the verbs to the time of the day. CCQs: Do I eat breakfast in the evening? No. Do I eat dinner in the morning? No. Do I eat lunch in the afternoon? Yes. Do I wake up at night? No. Do you eat a book? No Do you read a book? Yes Feedback: After Ss stick each picture on WB, T wants feedback from other Ss. After Ss stick each item on WB, T starts to write the words under the pictures. After that, T drills the words and checks the problems with pronunciation. T wants SS to read first. One by one, Ss reads the words and T drills it. T uses the words in sentences. 'I get up at 7 o'clock in the morning.,etc.'. Next, Ss are supposed to fill in the blanks with the appropriate verbs. T shows handout and explains the activity. T does a demo and gives instructions. Instructions and ICQs: 'Look at the handout. Write verbs here. A sandwich. Read a sandwich? No. Eat a sandwich? Yes. Then write. Work in pairs. 1 minute to write. How many minutes? One.' Feedback: After Ss finish writing, they check their answers with other pairs.

Reading for Gist (5-7 minutes) • to make Ss read the text quickly to find the topic

T shows Ss reading text and writes the possible topics on WB. T explains the activity by using demo. Instructions and ICQs: 'Read the text quickly. How? Quickly/ fast.You have 2 minutes. How many minutes? Two. Choose one topic.' T writes 3 words on WB: early, late, on time. T explains th meanings of the word to help Ss for the reading.'My school starts at 7 in the morning. 6 o'clock is early. 8 is late. But 7 is on time.' After Ss finish reading, T wants them discuss their answers in their pairs. They are supposed to support their ideas with the sentences in the text if they don't agree with their peers. Instructions: In your pairs (by showing, also), check your answer. I say b, because.... (T shows sentence).After Ss check the answers in their pairs, T asks their answers and give feedback. Then T writes 'morning person' next to the 'night person' for second reading.

Reading (8-10 minutes) • to make Ss read the text more carefully

T introduces the task in Ss' handouts. Ss are supposed to read the text again and circle the pictures which are correct according to the text. T does a demo first. Instructions: 'Read the text. Mornings are easy. This is night people? No. Morning people? Yes. Then circle. Work in pairs. You have 3 minutes'. T uses projector to make reading easier for Ss. Otherwise, Ss have to turn their papers several times to look at the sentences and the text. After Ss find the answers, T wants them to underline the words which support their choices while discussing the answers in their pairs. Feedback: First the Ss give feedback to each other in pairs. Then T shows the answers on projector. If there is a consistency, T helps Ss to find the correct answer.

Post-Reading (7-9 minutes) • to make Ss read more about daily routines

Before the reading, T draws a diagram end explains some frequency adverbs: 'always, usually, sometimes, hardly ever, never'. T gives examples about Ss. 'Saadet always comes to the class. Duran usually comes.' CCQs: 'Does Duran always come? No. Does Saadet always come? Yes. T shows the handout and explains the activity by doing a demo. Ss are supposed to follow the arrows to find out who they are: an early bird, a day sparrow, a night owl. T gives instructions: 'Read sentences. Answer is Yes, then this way. Answer is No,then this way.I'm a night owl.You have 5 minutes.'T checks understanding. ICQs: Answer is Yes. Which way? How many minutes? Five?'. Ss do the task together. Each pair has one paper. After Ss finish, T asks Ss, one by one, their results. 'Are you a night owl? Why? Do you get up late? Are you an early bird? Do you like mornings?'.

Speaking (10-12 minutes) • to provide Ss some practice of vocabulary and simple present tense

Ss will play 'Find Someone Who..' game. T shows them handouts and explains the activity. Ss are supposed to ask each other 'Do you .....?' and write the name of a friend when they find him/ her. T writes an example on WB and does a demo. Instructions: 'Do you go to bed late? Answer is No. Then another person. Do you get up early? Yes. Write the name.'. ICQs: Answer is No. Write? No. Answer is Yes. Write? Yes.'. Ss stand up and asks questions each other. T monitors them. When Ss use wrong forms or pronunciation, T writes them on WB to correct after the task.

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