Matthew Haynes Matthew Haynes

New Bridges Lesson 3 Book B




Main Aims

  • To provide fluency speaking practice in a conversation in the context of routines

Subsidiary Aims

  • To provide new vocabulary and opportunity for reading, listening and writing in the context of routines


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

Greet one another in English - Have the students stand and greet one another using all of the vocabulary from the previous lessons. Swap them out so everyone speaks with everyone. Check homework - pages 18 and 22

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Have the pictures posted on the whiteboard. Make sure to use Present Simple when describing them and not present progressive. Page 26 B - Read the story in Kurdish. Have the students read the English to themselves and then write the story in the lines below. When they have finished read the story aloud and make sure they have written it correctly. They can swap books and check each other's work.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Have students watch the Youtube video about the Queen of England (present simple video). Give them the handout (isl collective worksheets) after they have watched the video one time and let them fill it in as they watch it a second time. Swap papers and grade one another. Page 27 D. Part 3 - Tell the students that they will listen to you read the story and they will fill in the gaps - "Hi. My name is Klaus. Every morning I get up at 7:00. At 7:30, I exercise for 30 minutes. At 8:00 I take a shower. I get dressed at 8:30. At 9:00 I go to work. I eat lunch at 12:00. At 6:00 I come home. I eat dinner at 6:30. At 7:00 I visit my friend. At 8:00 I read the newspaper. At 11:00 I go to bed." ANSWERS - take, go, come, visit, go Allow the students to grade their own papers as you read (or have them call out) the answers.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Page 27 C - Ask the students what they do every day. All we need is just one or two things. if they begin to give their entire routine do not stop them. Allow them to speak and express themselves. Page 28 F Part 1 - THIS IS IMPORTANT. Tell the students that they have been learning grammar. Particularly the present simple tense. Make sure they understand the graph on the right side of the page. After explaining and checking for understanding have them complete the activity alone. Whole class feedback. Part 2 - THIS IS IMPORTANT. Model several incorrect prepositional phrases to see if the students already have an understanding. Make sure they review the graph on the right side of the page. After checking for understanding have them complete the activity. Whole class feedback. Page 29 - Have the students interview one another. Model the interview with one student to provide better understanding. Ask the students after they are finished what their interviewee did at certain times, ex: "what did ________ do at 4pm?"

Homework (8-10 minutes) • To provide continued exposure to the language during non-cass days

Page 31 - Write a story about your father's routine. Page 35 Part 1 - Write the words in English - This can be done in-class if there is extra time. Part 2 - Check each thing that your family member does in their routine Page 36 Part 3 - Put the sentences in order (difficult) Part 4 - Make complete sentences from the chart

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