Eleni Papadopoulou Eleni Papadopoulou

Daily life
Beginners (A1) level


In this lesson, students will practice on their listening receptive skill. The pictures of daily routines and the short discussion among the Ss about daily habits will set the context of the lesson. The picture of a girl which will be shown to them afterwards will set the context of the text and the Ss will get engaged in the context. Through the listening part they will practice the TL (present simple). A speaking post-productive task will lead to the lesson's end.


Abc pictures for lead-in
Abc cut-up sentences
Abc pictures for pre-teaching vocabulary
Abc Answer Key
Abc HO
Abc transcript of the recording
Abc cards for Bingo
Abc newspaper
Abc Picture of Lois Maddox

Main Aims

  • To provide gist, specific information and detailed listening practice using a text about daily life in the context of the daily life of Lois Maddox

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a interview in the context of daily life


Lead-in (2-4 minutes) • To introduce the topic, to set the context of the lesson and engage the Ss

Show a combination of pictures on the WB that describing daily routines and habits. Talk with your partner for two minutes about what do you in the morning, what do you do in the afternoon and what do you do at night.

Set the context of the listening text (3-5 minutes) • To introduce to the Ss the character of the text they are going to listen to

Show to the Ss the picture of the girl, named Lois Maddox. Point to her name and ask the Ss to take a look at her surname and if they know who she is. "Do you know this girl? "What is her name/surname?" 'Does she have a brother or a sister?" Some questions about this girl will follow up. For 2 minutes, Ss in pairs do some brainstorming about this girl. "How old is she?" "What's her job?" "What time does she get up?" "What time does she go to bed?" WCFB will follow. Each pair answer one question. Tell Ss that they are going to listen. The recording is about Lois, this girl.

Pre-teach vocabulary (3-5 minutes) • To clarify the meaning of the words seaside, cook, invite, usually

Show pictures of the words "seaside", "cook", "invite", "usually" Ask Ss CCQs: seaside Is this house near or far from the sea? (using also gestures) Write the phrase "seaside house" to indicate that it is an adjective and comes before the noun. And also to help the Ss not to confuse this word form the "beach". cook I say the sentence "Every day my mother ........... dinner" Give them the word "make" (dinner) to make it easier for them invite "When I have a party I tell my friends to come to my house" "When I have a party I ........... my friends to come to my house" "When Iam getting married I............. my friends and family to the wedding" usually Make a cline on the WB always usually sometimes never Clarify that usually is almost the same like normally

Listening for gist (4-6 minutes) • To let Ss get a general understanding of the text

Tell Ss that they are going to listen about this girl. Ask them to say what the listening is about. Ss listen. Play recording once. Use CCQs to help them if they have difficulty. "Is it about her family?" "Is it about her dog?" "Is it about her job?" "Is it about what she does in the morning/afternoon/at night?" For feedback invite a student to say what he/she thinks and then ask the rest of the classroom if they agree.

Listening for specific information (4-6 minutes) • To scan the listening text and focus on specific information

Give the Ss cut-up sentences taken from the text that the recording is based on. Tell them that they will listen again to the recording and that they will have to put these sentences in order. They work individually. They have 2 minutes for that (if they want to listen to the recording again) ICQs: "Are you going to listen or write?" "Are you working alone or with your partner?" "How much time do you have?" For checking, stand up and go the other student's desk and check their answer. Then provide an Answer Key to one S. The S reads the answers and the rest of the Ss check their answers. Take back the Answer Key and collect the cut-up sentences.Tell Ss that they can have them at the end of the lesson.

Listening for detailed information (4-7 minutes) • To motivate Ss for a more intensive listening for details

Give Ss the HO with questions based on the recording. They work individually and they write their answers in the HO while listening. They listen to the recording twice. ICQs: "Are you going to read or write?" "Are you working with your partner?" "How many times are you going to listen to the recording?" Ss take the full transcript of the recording. They have one minute to check their answers. Then WCFB follows. Answer to any questions that the Ss may have about possible wrong answers.

Post-productive task (7-9 minutes) • To practice on speaking using the TL

Ss will get a piece of coloured paper. They will have to interview 3 Ss and ask them about their day. In the cards they have to write 10-12 full sentences. Whoever finishes first has his report published in a newspaper. I will show them the newspaper. If there is time they perform the interview in front of the class. I will do a demo to make sure the ss understand the activity. ISQs: "How many people do you talk to?" "How many sentences do you write?" "Where do you write these sentences?" "Which report gets in the newspaper?" Task Feedback and Error Correction follows up

If-time extension activity (4-6 minutes) • Consolidation of the TL with extra activity

Bingo. Explain the game to the Ss. Ss are given a piece of paper. They have to make 6 squares/boxes on the paper. In the boxes they will have to write one of the phrases that describe daily routines from a piece of paper that is delivered to them. After they have filled each box with one phrase I start by saying the phrases in random order. When a student hears the phrase that he has written he/she puts an X on it. The S that will delete all the phrases first, yells Bingo! and wins the game. I will demo the game in order for the Ss to understand the game. ICQs: "How many phrases are you going to write?" "Do get these phrases from your partner?" "Do you get these phrases from the paper?" "Do you write one phrase in one box?" "Do put an X when you hear your phase?" "If you put an X in all the 6 boxes do you win the game?" "You win the game what do you say?"

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