Maria Alina POLAT Maria Alina POLAT

Collocations related to daily routines
Elementary level level


In this lesson students will be engaged in a listening activity and practice collocations related to daily routines. They will be listening for the gist and specific information with a view to an English women who is works in two different countries with differernt daily routines. Ss also will practice to use to contexutalize vocabulary.


Abc Handout
Abc cut ups
Abc papers to be stuck on the board or the walls
Abc Daily routine slide

Main Aims

  • To provide gist and specific information listening practice using a text about The cross-border commuter in the context of daily routine

Subsidiary Aims

  • To be able to form general ideas about what the character from the given context does, where she lives, her daily routine in the two contries
  • To provide specific information about the charachter's daily routine.
  • To understand the collocations related to daily routines examples and practice through controlled and freer activities
  • To be able to use collocations realted to daily activity in their real lives


Stage 1 Lead-in (6-7 minutes) • To introduce the lesson and raise the Ss's interest for the contex of the lesson

Teacher introduces herself and check that she knows Ss names. Teacher begins to mimic some activites and elicit some of the phrases. I get up at 6 o'clock. I brush my teeth and wash my face at 6.15 am. I get dressed at 6.30 I have breakfast at 6.40. I go to work at 7 o'clock.. Teacher gives instructions about Ss tasks and then presents a daily routine slide with pictures to be matched with the words by writing the correct number into the circle. Students work at first indivitually, then check in pairs, teacher makes the whole class feedback.

Stage 2 Pre-listening (5-7 minutes) • Te set the context of the listening.

Teacher introduces Laura, the character from the listening dialog. Teacher gives the students a gist task by asking some questions. Where does she work? In London and Barcelona. How many days is she in London? 3 days in London How many days is she in Barcelona? 2 days in Barcelona. Teacher writes down the questions on the board. Then Ss must guess in pairs wthat they think is different about Laura's day in London and her day in Barcelona. On the board: Her day in London Her day in Barcelona Ss write down their guesses and they will check with their partner in the next task.

Stage 3 Gist listening and listening for detail (15-17 minutes) • To get the general idea of Lauras' daily routines and be able to pick up from the text specific information

Gist listening: Play the audio and have the students check how many of their guesses were right. Teacher does the whole class feedback. Then teacher sets the task for listening for detail. Task - Ss have to fill in the table below the cross-border commuter text Laura's Spanish day. Ss listen individualy, then check with their partner, then teacher does the whole class feedback. Laura's Spanish day: get up at 8 am have lunch at 2 pm have dinner at 9 pm go to be at 12.00 midnight.

Stage 4 Vocabulary exercises (13-14 minutes) • to review and practice collocations related to daily routines

The vocabulary exercise 1 page 22 was a little bit addapted to make it more kinesthetic. Some papers will be stuck on the board and on the walls and some cut ups will be given to students. Ss will be devided in four groups. They have to match the cut ups on the right papers. The fastest team is the winner. Then the feed back. Ex.2 Teacher gives Ss a task. They have to fill in the cut ups that the teacher is going to give, their daily program. Pair work. Then check with their partner. Teacher monitors them

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