Daily Life TP2
Elementary level


The lesson is about Daily Life. The main aim of this to focus on the reading for gist and detail in the context of daily life using the text provided in Unit 3A "A Glamorous Life?" The learners will enrich their vocabulary on the different daily routines through group work. Enough practice time has been alloted and to share their own daily routine through peer work.


Abc Face2Face Elementary

Main Aims

  • To provide gist and detail in the context of daily life.

Subsidiary Aims

  • To provide clarification of different daily routines.


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

T counts 1, 2 and group them. All number 1 together and all number 2 together. The game is called taboo. The group chooses one representative to guess the picture. Members will have to give clues but never to mention the name of the picture. They can use words or actions to describe it. T demonstrates how to do it before they begin with the game. Whoever guesses the picture first, wins.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Part A. In the same group, T will give each of the a word to explain to other group members for 1 minute. T elicit from the learners the meaning of morning, afternoon and evening. The members will now group the words according to "morning, afternoon and evening". WC checking using the prepared powerpoint material follows. T demonstrates how to read them with proper stress. L practice the stress as a class. Part B. T takes the pictures of the actor and writes the difficult words like film, expensive, glamorous, typical, studio under it. T ask them to work in pair to check out who knows the following words. WC checking follows using the prepared powerpoint.

While-Reading/Listening #1 (5-6 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T pairs the L to talk about what they think is the life of an actor like. Is it exciting and why the L thinks so? T gives the text to the L to skim read and check their answers in pair.

While-Reading/Listening #2 (3-5 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T gets specific vocabulary like gets up, have breakfast, start work and have lunch. T directs the class to answer exercise 3 by scan reading the text individually. Peer checking will follow.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks the students to review the vocabulary by using exercise 1 of the face2face workbook. L do it by themselves later checks by peers. T facilitates charade of the different phrasal verbs. L acts then the group guesses.

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