New lesson plan: TP1, Daily Routines, Present Simple

Cengiz Coban

TP1, Daily Routines, Present Simple - Beginner level

TP1, Daily Routines, Present Simple
Beginner level

Description

In this lesson, students practice the use of Present Simple with he/she in the context of daily routines.They also practice the pronounciation of 3rd person endings.

Materials

HW Beginner SB

HW Beginner SB

Main Aims

To review and give controlled practice of Present Simple with he/she in the context of daily routines.

Subsidiary Aims

To provide practice of language used for Practice pronunciation of 3rd person endings in the context of Daily Routines

Procedure (42-53 minutes)

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

T asks Sts about their daily routines. What time they get up? have breakfast? leave for work? Go to school? Meet friends? Have lunch? etc.

Lead-in/ Building context (6-8 minutes) • To generate interest in the topic of daily routines

T to distribute handouts of unit for Elliot's Day. Sts to look at pictures which are numbered from 1 to 8 and to think and discuss what Elliot's daily routine is. T to ask Sts about his job? What's his job? T to choose a st to read Elliot's description. Check vocabulary.

Language Practice (5-6 minutes) • To provide controlled oral/written practice focused on using the language accurately

T to ask sts to complete ex 2 individually.

Listening Task (2-3 minutes) • To practice listening for detail / specific information

T to ask Sts to listen and check answers. T to repeat audio for a second time for sts to double check.

Grammer (9-10 minutes) • Clarifying Target Language

T to explain Present simple tense and the third person singular (he/she/it) to sts. T to look at frequency of adverbs, Always, Sometimes and Never. T to draw a diagram and ask sts if they know other frequency of adverbs. T to introduce usually and hardly ever adverbs to students. Teacher to ask sts to make new sentences with these new adverbs.

Semi-Controlled Practice - Pronunication and Grammer (3-5 minutes) • To provide oral practice of -s at the end of verbs

T to practice pronounciation of /s/, /z/ and /iz/ T to ask students to work in pairs pronouncing these verbs.

Language Practice (12-15 minutes) • To provide students with free practice of the target language and forming questions

T to ask sts to work in pairs. Sts to ask and answer questions. Ex 5 ie. When does he leave home? He leaves home at.. After the completion of this exercise. T to ask students ask the questions to each other in pairs. ie. When do you leave home? I leave home at... Ex 7. Teacher to ask sts to complete chart individually. T to then review the answers as a group.