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Daily routines vocabulary lesson -TP4
A1 Elementary level


In this lesson, the Ss will learn 'daily routines' vocabulary through a text about an actor's day-to-day life. The lesson follows the typical stages of a reading lesson, with a lead-in and intro to vocabulary, a gist task, a specific information task, and a follow-up discussion of the text. In this case, the text is a short interview with an actor about his daily routine.


Main Aims

  • To provide gist and detailed reading practice using a text about an actor's life in the context of daily routine

Subsidiary Aims

  • To provide fluency speaking practice in a freer speaking practice in the context of actor's daily routines
  • To provide clarification and practice of vocabulay in the context of daily routine


Lead-In and Review of Vocabulary (7-10 minutes) • To set the context for the reading lesson by reviewing daily routine vocabulary, of which I assume students are already familiar.

Prior to lesson, T places pictures of daily routine vocab (from face2face p22 e1a) on WB. Without need for much instruction (as the Ss already know how to do a WB matching activity), T distributes papers with pictures and words. Instructs Ss to work as group and write which word goes with which action. First group to finish it comes to WB to match words with pictures. (cut strips) When they are done, T asks Ss if anyone would like to make any changes. Ss make changes. Show when is what chart o WB with projector and get Ss categorize them. (use projector) Ss come to the w/b and write their answers. FB: w/c T briefly drills each word/phrase, focusing on any difficulties. Model and drill the words/phrases. Highlight the pronunciation of breakfast /ˈbrek.fəst/, lunch /lʌntʃ/, work /wɜːk/ and the different vowel sounds in leave /liːv/ and live /lɪv/. If I have enough time, I will get the Ss match the vocabulary in ex 1a with the times of the day in ex 1b. T writes "Daily Routine" near top of WB as a title, elicits from class (and then clarifies) meaning.

Lead-In to Reading (4-7 minutes) • To continue to set the context, and to create interest in, the reading.

T puts picture of actor on WB. T elicits word from Ss. Drills if necessary. T asks Ss who their favorite actor is to create interest. T instructs Ss to get into pairs to discuss whether they think actors' have good lives. T monitors discussions. T prepares pictures for next stage while students discuss. FB: T asks pairs to answer, in whole class, whether they think actors' have good lives, and why.

Pre-Teaching Vocabulary (5-8 minutes) • To teach/clarify vocabulary that might be tricky in the reading.

T refers to pictures of new vocabulary on WB (placed there in previous stage): Camera, Studio, Glamorous, Morning Person. One by one, T elicits words based on the pictures, using explanations where necessary. T writes words under picture, highlighting the emphasized syllable(s), and drilling where necessary.

Predicting (14-16 minutes) • To prepare Ss for reading by asking them to predict what might be said in the text.

T refers to daily routine vocab (still on WB) and asks Ss when they think an actor wakes up. T writes "An actor wakes up at 8:00" on board as example. Referee to time chart of routines. T instructs Ss to get into pairs and predict the daily routine of an actor. T monitors while Ss discuss. Take w/c FB

Reading for Gist (6-8 minutes) • To develop skimming skills by having students read text and check their prediction.

T chests text, explaining what it is. T instructs students to read the text quickly, just once, and check their predictions in pairs. T distributes HO. Ss read text while T monitors. FB: T asks Ss what text is about. T asks pairs for some examples of parts of an actor's daily routine.

Reading for Specific Information (7-10 minutes) • To develop scanning skills by having students read for specific information.

T writes example from exercise 3 on the board, asks Ss if it is correct, and has them correct it. T chests exercise 3. T instructs Ss to individually read the text and decide if each answer is true or false, correcting the false ones. T instructs Ss to then work in pairs to check their answers. ICQ: Are we working in pairs the whole time? (No). Are we working individually, then checking answers in pairs? (Yes). T distributes ex3. Ss work on e3 while T monitors and writes sentences on WB. T gives markers to early finishers to write correct answers on WB while Ss finish. FB: T goes through questions with Ss on WB, seeing if they are correct, focusing on any problem areas.

Follow-Up Discussion (5-10 minutes) • For students to critically engage with the text by basing discussion on its content.

T instructs Ss to get into pairs and discuss the text. "Were you surprised by it?" "Was the actor's daily routine what you thought it would be?" "Is the actor's daily routine exciting?" "Would you want to be an actor?" Etc. T monitors discussion. If-Time: T asks one student to move, then pairs up Ss again (this will put them in different pairs). Asks them to continue their discussion. Ss discuss while T monitors. If-Time FB: In WC, T asks pairs for some of their thoughts on the answers to these questions.

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