Darren Aydin Darren Aydin

TP 5
A2 level


in this lesson student will revise telling the time. They will learn and revise vocabulary related to daily routines in 1st and 3rd person a which they will then practice. The they will review WH questions very briefly.


Main Aims

  • To provide practice of Daily Routines lexical's

Subsidiary Aims

  • To provide review of telling the time


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Revise telling the time: Make a clock where you can change the time of it. 1) Ask students what time it is 2) The drill the answer What time is it? -The time is 7 o'clock

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

Explain that you will read your own routine. (Meaning ) 1) Read Darren's routine in the class. - before reading say that they have to decide if my routine is busy or not - Each group will have a yes no card to answer and they have to put the card up when reading finishes - Write it on the W/B - "Do i have a busy routine ?" 2) Then give the flashcards of daily routines to each group 3) Read it again - SS now listen again 4) Tell students they have to put the pictures in order according to the routine.

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

Then as a feedback and highlighting - Teacher will get each group to post there chronology on the w/b in the right sequence

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

1) Give Darren's fill in the gap (form) which is in 3rd person 2) Do feedback with SS on the w/b a) Is it - " he goes to home" cross "to" b) is it - "he goes School" add "to" Add these and show it with a different color c) is it - " he has shower"add "a" d) is it - he has a breakfast"cross "a" 3) Work on pronunciation of the flash cards. Problem is "watch" as they can say it like "wash"

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

1) Keep only one chronology of the routines on the w/b 2) mix them up 3) Play the game 4) Model the game A) point to one of the flash cards. B) Teacher says it the SS repeat. C) Then start pointing at the wrong one D) Start to trick them 5) So keep pointing at one of the flashcards and say what it is but the teacher can say one flash card but point at another so the students when they repeat if the teacher points at the wrong one they should not say anything. 6) Aim is to Catch the students out

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

MIME: 1) Choose a strong students to model the activity with. 2) Explain that 1 student will come and will choose a flash card from the W/B 3) That student will mime the card they choose and mime it to the class 4) The class has to guess which flash card she is miming 5) The teacher will write a a time on the W/b which students need to include when saying the sentence of what the SS is miming. 6) They have to say it in this structure do "He/She has breakfast at 7" "He/She leaves the house at 10" 7) If the students do not say it in this structure it will not be correct even if they guess the correct flash card.

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

1) put Students in pairs 2) They have to learn there pairs daily routine and write it in 3rd person 3) Listen and remember then write down your partners daily routine in 3rd person. 4) Show the fill in the gap as an example. HE/SHE- Goes/ Leaves - Watches/HAS

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