A Typical Day, Present Simple (he, she, it)
Sts will practise and understand the MFP of Present Simple Tense (he, she,it), affirmative and negative sentences
Sts will do some reading and speaking activities to practise talking about the daily routines in present simple tense
Procedure (49-10 minutes)
- Draw a circle on the board and write my daily routine in it. - Ask students talk about
T shows a power point presentation with pre-teach vocabulary - T models, highlights and drill new words with the class. (espeially the pronunciation of university and the differenct strewss patterns in midday and midnight.) - Sts pronounce the words. - T handouts pre-teach matching vocabulary and Carol's Routine worksheet. - Sts do the vocabulary on their own and they check their answers in pairs. - T gives the answer key on the board. - Sts focus on Carol's Routine HO. They read and fill in the gaps. - Sts discuss their answers in pairs. - For solid FB, T plays the recording and Sts listen and check their answers.
- Sts focus on example sentences on the board. - T points out that tthe verbs in blue are in the Present Simple. - Sts complete the rule. - T check Sts understand that in Present Simple positive sentences.
-T shows the spelling table. - Sts focus on the table. - T elicits which verbs go in each row and Sts complete the chart. - T goes through spelling with the class by asking sts to tell her the endings on each verb in the second column. - T underlines these endings on the board. - T points out that have is irregular and we say has, not haves. - T wants from her Sts to find some examples from Carol's Routine.
-T focuses the sts on the sentences in the table. -T highlights the word order and points out that doesn't is the contracted form of does not.Gives examples about the structure. - Sts practise the example sentences with the T.
- T hand outs he, she, it form and Tom's Routine activity (same paper) - Sts do the exercise on their own. Then, they compare their answers in pairs. - T checks the answers by writing each verb on the WB then writing the he, she, it form next to it. - Sts practise the pronunciation. - T highlights the endings of these words on the board. -T set the task. (This is Carol's brother Tom. This is his routine...) - Sts do Tom's routine activity on their own. - Sts check and discuss their answers in pairs.
- T puts Sts into new pairs. ,(St A and St B) HO Nadine's Routine. - St A and B do their column on their own. - When Sts finish, they work with their partners. - St A asks Q 1-5 and put a tick or cross in column B of the table. St B gives more information if possible. - Sts swap roles so that St B in each pair is asking his/ her partner Qs a-e. Bs puts ticks and crosses in column B of the table.
-Sts ask about their daily routine in pairs. - Sts takes notes about their pair's routine. - Sts discuss their answers. - T gets FB