Yousef Edris Yousef Edris

Beginners level


In this lesson students are going to learn how to say the time and ask questions about the time of daily habits using the simple past tense. They are going to practice listening for details, and answer questions accordingly.


Main Aims

  • To provide clarification, review and practice of present simple in the context of daily life routin

Subsidiary Aims

  • To provide detailed listening practice using a text about Elliot Life in the context of da


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Introduce context about Elliot's life. 1- Show a picture of Elliot, have students guess his daily routine. Ask this question ( What does he do everyday?) 2- In case students did not know what to ask, the teacher elicit a key like (what time does he go to work?) 3- The teacher hands students pictures of Elliot's daily routine, and ask them to work in pairs, put them in order. 4- WCFB , the teacher projects the answers.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

1- The teacher hands students a handout (page 42) fill in the gap exercise 2, and ask them to fill it in. Students work in pairs. (1-2) Minutes. 2- The teacher plays the sound track 6.5, and have students fill in the gaps. 3- WCFB. 4- The teacher asks students to work individually and WRITE the answers of some question about Elliot. ( Does Elliot have his pizza at 5 pm? When does he have his shower? What time does he go to bed?) 5- Students work in group to check their answers.

Highlighting (2-4 minutes) • To draw students' attention to the target language

1- The teacher writes a sentences about Elliot (Elliot gets up at 5:30. He has his has his shower at 6 am.) 2- The teacher focuses the students' attention on the target language (third person singular "S", has). Write "S" on the white board where everyone can see it. 3- Have students underline the verbs in exercise 2 page 42. 4- WCFB 4- The teacher writes the verbs on board.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

1- The teacher Focuses the attention on the last letter of each verb on exercise 2 (has, leaves, goes, works, leaves, buys, eats, gets, goes out, works, watches). 2- The teacher writes this examples on board ( He gets up at 6:00 am. He lives in a nice house. He watches the TV. 2- The teacher drills the pronunciation of reach verb, and the pronunciation of those verbs in connected speech (track 6.6) making sure students distinguish the /s/ endings. the whole class repeat the pronunciation, and then the teacher has the students who have problems in pronouncing this verbs to repeat them. 3- The teacher Writes the phonetic transcription of ("s,z,iz") dictate vocabularies to students and they list them according to what transcription they follow. ( s= likes, writes, types, "Z" = gives, drills "IZ" watches, washes, hatches. 3- The teacher Writes three adverbs of frequency( Always, sometimes, never) on the white board and asks the students to read them and guess what they mean. 4- Students work in groups to list some details they know about these adverbs. 5- The teacher projects a picture that shows the usage of these adverbs. 6- The asks students to find three sentences about Elliot in exercise 2, page 42, each one of them has different adverb. 7- WCFB

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

1 -The teacher asks students work individually to write sentences about Elliot using the adverbs appears at the bottom of the timetable. 2- Students then work in pairs to check their answers. 3- WCFB 4- The teacher asks students to do practice 4, page 43. 5- The teacher asks students to work in pairs and fill the gap, then he plays the recording 6.9. 6- Students work in pairs to fill the missing gaps. 7- Students work in pairs to check their answers. 8- WCFB

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

1- The teacher asks students to work individually and write 5 sentences about their daily routine. 3- The teacher monitor and take notes about some students daily routine. 2- Students can work in pair to tell each other about daily routine. 3- The teacher asks one of the students questions about his partner's daily routine. 4- Students change partner and asks such questions. 5- In case students needed more help, the teacher uses the notes he already has taken to elicit some questions on board.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

1-Ball game, the teacher asks students to play ball game asking question about their daily, weekly, monthly routine. 2- The monitor students to make sure they are using verbs in the simple present. 2- Interview game, Students interview each other and ask themselves questions about daily, weekly, monthly routine. 4- The teacher monitors the students to make sure they are using asking correct questions and making correct use of the verbs in the simple present .

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