A typical Day - Daily Routines
To provide clarification of daily routines in the context of a typical day of Carol.
To provide practice of daily routine phrases and words in the context of a typical day of students.
To provide fluency speaking practice of daily routine phrases and words in the context of a typical day of students.
Procedure (33-45 minutes)
The teacher projects a clock on the board and write the time given next to it. Then the T shows another clock and ask a S to come and write the answer on the board. (modelling). After that the T gives a HO which has clock pictures on it, and tell Ss to write the time. (Instructions) Ss work in pairs and write them. (interaction pattern) The T nominates Ss to answer, and whole class feedback is given. (Feedback)
The teacher shows the pictures 1-10 of Carol's routine on the WB. The T shows the picture 1 and write "get up" next to it, and asks a S to do the same for picture 2. Then students are given a pack with some cut-ups of Carol's routines pictures and phrases. Ss do the exercise in pairs, and match the pictures with the phrases. Feedback is given by the answer key projected on the WB.
The teacher points out that we usually say "have breakfast/ lunch/dinner" not "eat breakfast/ lunch/dinner." Also, the T points out that 'get home' means 'arrive home', and that we say 'go to bed' not 'go to the bed'. The class drills the phrases.
The teacher checks students remember 'morning, afternoon, evening and night'. The T shows four photos, points out the first picture and asks Ss what it is by using his/her gestures. If Ss cannot find the correct answer for the photo, the T writes "morning" under the picture. Then the same is done for the other photos. After that Ss are given a HO with a chart and the phrases learnt in the exposure stage. Students do the exercise in pairs, and match the phrases with time of day. The T checks answers with the class, and notes that some phrases may match with more than one time of day.
The T focus Ss on the speech bubbles on the board, and reminds Ss that we use at with times and use the first pair of speech bubbles to each phrase at the same time. The teacher tells Ss to talk about their routine in the week, not at the weekend, and make note of the things they both do at the same time. The teacher models an example. Students do the exercise in new pairs. Then Ss tell the class things that they and their partner do at the same time, as in the speech bubble. Delayed error correction is done.