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When, Where, How - Daily Routine
Beginner level


In this lesson, students learn abou the question words "When, Where, How?" given in the context of a survey. They will revise vocabulary of daily routine and frequency words In listening for detail activity, they try to find out answers for these questions. After students produce questions in a controlled way, the lesson ends with a mingling activity where they all ask and answer the given questions to one another.


Main Aims

  • To provide clarification and practice of question words: WHEN, WHERE and HOW in the context of daily routines

Subsidiary Aims

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


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

- Showing the visual of the woman conducting a survey on page 50, eliciting where she is and what is she doing - Writing 3 Yes/ No questions (related to previous sections about daily routines)on the WB - Pairing students. One student in each pair conducts a survey, the other one answers. - 3 pairs read a Q&A to check

Listening Task (5-8 minutes) • To provide context for the target language through a text or situation

- Giving instructions for the activity 1a: Asking the woman's questions - Listening the audio 2.13 - Stopping the audio after each question and checking answers by nominating a student to say his/her answer -Writing the questions on the board - Giving instructions for the activity 1b: Asking man's answers - Listening the audio 2.13 - After monitoring, listening the audio one more time. This time some prepositions will be written on board in order that the students have an idea about when they will be hearing the key word/ answer When do you finish work? - At about ... Where do you have lunch? - In a ... usually How do you go to work? - I go by .. - Having listened for the second time, to check each answer Ss are directed to different places in the classroom

Highlighting (3-5 minutes) • To draw students' attention to the target language

- Eliciting that the sentences on the WB are question sentences - Writing words "How, When, Where" on the WB - Ss pair up, look at their notes from listening activity, try to find out these question words and circle it. - Ss underline what they think can be answer for that question - Pairs check answers of one another - Feedback written on board - Having drawn Ss' attention, placing "What" instead of these words in the sentences and highlighting he functions of the words

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

- Asking concept checking questions about question words (Is it a question? / Can you answer Yes/No? /Is it asking time/place..?) - Writing the form on the WB and breaking down - Drilling usage of auxiliary verb - By reading the sentences with first without then with intonation, eliciting the correct intonation and marking on board - Using finger technique to explain connected speech, then marking on WB - Drilling the pronunciation of "how" /haʊ/

Controlled Practice (3-7 minutes) • To concept check and prepare students for more meaningful practice

- Grouping students and giving each group one "Do you...?" question. - Each group rewrites their questions with How, When or Where using frequency words and they pass to other groups - It goes on until Ss see all questions - Groups say their questions, T writes on the board and gives feedback -Pairing Ss, - In each pair, one student reads question from board the other answers using frequency words. They change the roles in every question

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

- Regrouping students and picking a runner from each group - Giving instructions - Assigning each group 3 questions after ICQs - The runner pick a question asks his friends. When they answer goes and takes another one - Monitoring groups - The group that finishes first wins - Giving feedback by nominating random students for questions

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