Sixth Lesson
A1 level
Description
Materials
Main Aims

To provide clarification and practice of frequency adverbs and phrases with every in the context of talking about habitual activities.
Subsidiary Aims

To provide practice in reading for gist and details in the context of talking about habitual activities.

To provide fluency and accuracy speaking practice in a conversation in the context of talking about habitual activities.
Procedure (3845 minutes)
 Teacher starts by telling students about her weekend (to model and create interest in the topic).  Tear asks students to work in pairs and talk about their weekend (to personalize the lesson, make it studentscentered and to get students to work and speak). * Students work in pairs and talk about their weekend.  Teacher monitors and then gets general feedback from students.
Usually, the exposure procedure comes before this stage of the lesson, but I think it is very important to start by highlighting the target language to help students understand the text that is yet to come.  Teacher asks for 5 volunteers from students, but the number of students is small in this group. So the teacher can get all students involved in this task.  Teacher gives students cards with frequency adverbs (always, usually, sometimes, not usually and never) and asks them to order them from more frequent to less frequent. * Students work together to complete the task.  Teacher draws the diagram, in SB, on the board and asks students to post the cards according to the diagram. Teacher drills and clarifies the meaning of the vocabulary by asking the CCQs included in the language analysis.   Teacher gives students cards with phrases with every (every day, every week, every month and every year) and asks them to order them. * Students work together to complete the task.  Teacher asks students to post the cards on the board.  Teacher drills and clarifies the meaning of the vocabulary by asking the CCQs included in the language analysis.
 Teacher gives instructions on how to complete the task (matching task: to match the word with picture).  Teacher asks students to work in pairs.  Teacher asks ICQs to make sure that all students understand the given instructions (For example, are you going to write anything? No. Are you going to work alone? No).  Teacher gives students the handouts. * Students work in pair to complete the task.  Teacher gives students answer key.  Teacher drills and asks CCQs included in the language analysis sheet to make sure that the meaning is clear and drills.
Jigsaw reading  Teacher puts students in two groups (group A and group B).  Teacher gives group A the reading passage about Pete and gives group B the reading passage about Maggie. * Students read the passage and answer some questions about it in their groups ''What does Pete/ Maggie always, usually, sometimes, never do on Sunday?'' (45 minutes)  Teacher regroups the class in pairs 1A+ 1B (and group of 3 if there is an odd number). * Students tell each other about the reading passage they read and answer the question ''What do they always do together on Sunday?''  Teacher gets feedback from students.
 Teacher gives students instructions on how to complete the task.  Teacher models the task. * Students work individually to complete the task.  Teacher monitors to make sure that all students are on the right track.  Teacher asks students to talk to other students in the class to compare sentences and see if there are any similarities. * Students talk with each other.  Teacher gets general feedback from students.
Teacher gives instructions to students ''now I want you to write about your Sunday routine without showing it to anyone''.  Teacher models and asks ICQs. * Students write about their Sunday routine on a piece of paper.  Teacher takes the pieces of papers and gives one paper to each student. * Students have to find out the person who wrote the sentences.  Teacher gets Feedback from students (if there is enough time to do so).