Elementary A1 level


In this lesson, ss learn about daily routines through a reading text about a famous person.First they will be learning the vocabulary or verb and phrases of the daily routine and pronunciation of those vocabulary. We will dill on the trickier items for pronunciation more. Students will then practice the vocabulary by matching the words with the pictures..This is followed by an activity where students practice the the times of the day and will be done in pairs or group.We will talk about the picture of the famous person in the reading text and also ask them if an actor's life is exciting.Next, they will read to see if the ideas they came up with, were correct then they will read in more detailed to do the T/ F activity. Finally, we will talk about the reading text to see whether ss were surprised about an actor's life being excited or not . This lesson will improve their receptive skills mainly but it will also improve their productive skills by talking about the picture of a famous person. . By the end of this lesson, ss will be able to understand how daily routines are used.


Main Aims

  • To provide scan and detailed reading practice using a text about daily routine in the context of a famous actor's life style.

Subsidiary Aims

  • To provide clarification and practice of daily routine in the context of a famous person's life syle.


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

I will write letters of the alphabet on the board (between 10 and 15 is a good number). Omit letters like Q or X. Ask groups to find one word for each letter of the alphabet and have them write down the words they found. Checking Understanding What will you write? How many words will you write from each letter? Give them one minute or two. Have your watch ready and call out as time ticks away (‘1 minute, 30 seconds, 5 seconds’, etc.); tell them to stop writing when time is up. Ask each group to count their words. Ask each group how many words they found. Have the group with the most words start with reading out some words, as you write their answers on the board, behind the letters. Ask the other students to knock on their desk if they have the same word. This encourages active listening. You may want to have the class check whether the words are correctly spelled (that is: beginning letter) and whether they fit the category (or do it yourself, if too time consuming). Fill in gaps behind letters with words from other groups.

Pre-Reading (13-15 minutes) • To prepare students for the text and make it accessible

I will introduce the daily routine vocabualry (the ones from face to face SB on page 22). We will mime it too. Then give a matching activity and there pairs will check then check it as a w/c. Also we will talkabout the picture shown on the reading text. What can they see in the picture? Is an actor 's life interesting? If I have enough time I will get the SS match the vocabualry with times of the day by writing them on the board and categorising them. SS will come and write under them.

While-Reading (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I wil put ss into groups or pairs and guess what an actor's life is like and get FB without confirming. Then I will tell SS to scan read the text in pairs to see if there ideas were correct. Peer check then w/c FB.

While-Reading (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

will give SS T/F statements individually. Then in pairs get them check the answer. Then as I whole class correct the false one.

Post-Reading (2-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will get general FB on the reading-are they surprised about an actor's life,is it exciting etc.

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