To teach the students how to talk about their habits and daily activities in the context of present.
To help the students gain accuracy in the context of present.
Procedure (37-45 minutes)
The teacher will refer back to the text they students have just studied in part 3 and ask them to tell their partners about Sam's daily habits and routines.
I will ask the students to read some sentences on the papers they have been given and circle the verbs and then check with their partners. Then some volunteers will go to the board and circle the correct answers.
I will start this part with CCQs to test whether they know simple present or not. CCQs: Is it about past or present? Is it just about now or is it a routine? Then I will write the rules of the grammar on the board by elicitation. This part will be followed by (variable) substitution drills using some cards.
I will direct the students to the workbook and ask them to look at the pictures and write sentences about Barry's daily life from his point of view. Then they will check with their partners. In the meantime, I will stick the answers written on a piece of paper on the board and then they will go to the board and check their answers.
I will ask the students to write six sentences about their daily routines using the verbs in exercise 2 of the workbook and then compare with their partners.
After checking the sentences with their partners, I will ask them to see if they have anything in common with anyone in their groups and then tell the class about it.