To provide fluency and accuracy in speaking. To develop Ss speaking skills while talking about daily routines.
To provide review of the previous lesson and practice in speaking.
Procedure (36-51 minutes)
Ask students what is -wh questions. If nobody answer, give a clue or write just one -wh question on white board. And then elicit how to make a sentence by using -wh questions. Drill the -wh questions.
Students Book,page 23, ex.10.Ss write eight questions about their partner's daily routines. (Where do you go at weekends?) Then partner answer the questions.(I go to my grand mum's house at the weekends.) Finally Ss write their partner's answers on a piece of paper (She goes her grand mum's house at the weekends) Each ss say at least one sentence about his/her partner's daily routines.
Elicit the word "both". Give example sentences by using "both". Ss ask other students some questions which I had prepared before the lesson. Ss find someone who does the same thing at the same time. They write/say their sentences. (Ayşe and I both go to work at 8 o'clock)
Information gap activity. Give different papers to each student,tell them each couple in the picture have same routines. Ss ask each other some questions about the couples and complete the chart. (e.g: Where do they work? In an office) Ss shouldn't look their partner's sheet.
I will give a blank chart which is about my daily routines. Explain that ss listen my daily routines just one time and they will write what they hear. Who writes the correct sentence in the correct column will be the winner.
Give mixed questions to ss and they put the words in order as a group. When they finish ordering the questions, they start to put in order answers. Which group finishes the first, it will be the winner.