Rania Omar Rania Omar

TP4/ Everyday
Beginner level


In this lesson, students will learn the language of daily routines, and how to use time to talk about activities that they do on a daily basis. They will also learn the lexical set of daily routine verbs.


Abc Handout3
Abc Diary page

Main Aims

  • To provide clarification of present simple in the context of daily routine

Subsidiary Aims

  • To provide clarification of times and daily routine verbs in the context of daily


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T: Greeting the students and show them a real page of a diary and ask them what this is. T: Asking the students to talk in pairs for a minute and tell each other one thing they do everyday. Ss: Saying one activity they do everyday. T: Getting a feedback from each pair.

Vocabulary/Exposure 1 (3-5 minutes) • to expose the students to time

T: Reminding students of numbers and asking them What time is it, please? Ss: Answering the question T: Writing the answer on the board and showing the students the handout. T: Playing the recording and pausing, so students repeat Ss: (in pairs) Writing the time for the rest of clock face. T: Having feedback by playing the track for students to listen and check

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

T: Eliciting the verbs of daily routine by miming S: Saying the verb T: Writing the verb on the WB T: Dividing the class into two groups of four. T: Giving the students pictures of everyday activities along with daily routing verbs and ask them to match them S: Matching the pictures with the verbs S: Groups swapping tables and checking each other's answers

Model sentences and highlighting (2-4 minutes) • To draw students' attention to the target language

T: Asking students to use pictures and verbs to make sentences S: (in groups) Writing seven sentences about daily routine T: Writing the sentences on the board, highlighting the verb and the time with different colours

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

T: Pointing at " I get up at 7:45" and asking "Do you get up at 7:45 on Monday?" T: Repeating the question with Tuesday, Wednesday, Thursday and Friday T: Drawing a timeline with the days on it and showing the frequency of the action T: Eliciting the form from the students for affirmative, negative and questions. T: Drilling pronunciation

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

T: Giving HO2 to the students and Asking them to use the pictures they have to write seven sentences in a chronological order. S: In groups writing sentences using one of the two times given T: playing track 6.3 S: Listening and checking their sentences.

Semi-Controlled Practice (6-8 minutes) • To concept check further and prepare students for free practice

T: Showing the students HO3 and asking them to work individually and write about their daily routine S: (in pairs) Asking each others about their daily routine T: monitoring and taking notes for delayed error correction.

Freer practice (5-10 minutes) • To practice speaking about daily routine

T: Explaining how to play the game S: sitting around a box full of either times, activity verbs, question marks or hearts S: take turns in having one paper out of the box. If a time, the student will say what they do at this time, if activity, they should say what time they do it, if a question mark, they should ask a question about daily routine, if a heart, say any sentence about a time or an activity. the ones who get a heart or a question keep them to be the winners of the game. T: monitoring and taking notes for delayed error correction

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