To provide clarification of present simple in the context of daily routine
To provide clarification of times and daily routine verbs in the context of daily
Procedure (32-50 minutes)
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.
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
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
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
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
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.
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.
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