Rouholla Zareisari Rouholla Zareisari

Daily routine
Elementary level


n this lesson, students to Laura, talking about her daily routine in two different countries, as she is a cross border European, and students are supposed to find out the differences between her 3 days of her work in London, and 2 days in Barcelona.


Abc Listening/reading, Timetable

Main Aims

  • To provide gist and detailed listening practice using a text about Laura's daily routine in the context of her British, and Spanish day

Subsidiary Aims

  • To provide practice of get up/to work, go to work/to bed, have breakfast/lunch, etc... . in the context of Daily routine


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T will take the clock and mime getting up action at 8.00 O'clock, and elicit not only the time, but also the verb. He will do it for some other key words necessary for the lesson such as 'have breakfast/lunch, go to work and go to bed.

Pre-Reading/Listening (6-8 minutes) • To prepare students for the text and make it accessible

T gives the instructions, students are going to read the text and answer 3 questions: 1. where does she live? 2. Where does she work? 3. what are the name of the cities? T checks the instructions. Ss read the text, Ss check their answers in pairs. T does WC FB.

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T asks students to guess if her life in London and Barcelona is different or not? If so, how? Ss guess. T gives the instructions, Ss are going to listen and check their prediction. T asks if they were right or wrong,and how .

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T gives the instructions.. Ss are going to listen one more time and fill in the timetable with Laura's Spanish day. T checks the instructions. T plays the audio. Ss listen. they fill the timetable, check their answers with their new partners. T does WC FB. If the listening is easy for Ss, T skips the second time, and just Ss do the task without listening.

Post-Reading/Listening (12-14 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Although T has assumed that most of the students know the collocations in vocabulary, ex.1 , he gives them an adapted version of the vocabulary not only to check if they know them or not, but also to use it for the speaking task that students are going to do later on. T gives the instructions, are going to fill in the blank with the correct words and then check with their partners. T checks the instructions. Ss do the task. T checks the answers. T gives the new instructions, Ss are going to talk about their daily routine. T monitors and collects a few mistakes. T does WC FB, correction and reformulation.

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