Veronika Oztortop TP4 Grammar
To provide clarification, review and practice of the present simple tense in the context of a daily routine
To provide accuracy speaking practice in a questionnaire in the context of daily routines
Procedure (40-50 minutes)
Show the picture of Linda ( from the previous lesson), divide students into different pairs (breakfast/lunch/tea time/dinner), ask the students to read 2 texts about her typical day in London and in Barcelona and underline the verbs. Ask to do it as a race. Give the HO.
Draw two columns on the WB, give an example and ask the Ss to come and write the verbs from a previous activity (one person writes from a pair): I'm She's I get up Laura gets up Finally, put the headings 1st person singular, 3rd person singular
Write 3 sentences on the board I normally have lunch at about 12.30. Laura gets up at 8.00 for work. She finishes work at 7.30. Clarify that we use the Present Simple Tense to talk about routines (what you do every day). I - have we - have you - have you - have he/she/it - has they- have I/you/we/they get up he/she/it gets up o goes a ch + es watches sh finishes s dresses x mixes A final 'y' after a consonant changes into 'i' + es: example: worry - he worries (mime at the dentist's or after the exam he worries:) fry- fries (show a picture) A final 'y' after a vowel (a, e, i, o, u) is not changed. example: play - he plays
Ask the Ss to read the text and circle the correct answer. Give the HO. The Ss swap the papers and check eack other. WC check on the board (use the projector). The Ss one by one circle the correct answers.
Regroup the students ( who eats breakfast/ who never eats breakfast). Ask to write a text about their partner, ask not to ask questions, just guess. Give an example on the board: She wakes up at 8.00. Go round and monitor for grammatical accuracy. After ask to check it with their partners (swap the papers). Ask about their partner's routines.
Ask to listen and repeat the sounds and words: /s/ /z/ /ız/ gets has finishes books pens buses Open the recording 1.47. Ask CCQs: Do we pronounce all the words the same? (no) Are the endings different? (yes) So, clarify that if a word finishes with an unvoiced consonant like /t/, /k/ pronounce like /s/: /gets/, /buks/ if a word finishes with a voiced consonant, pronounce like /z/: /penz/, /haz/ ch, sh, s, x + es |ˈfɪnɪʃız| , |bʌsız|
Ask the Ss to listen and add the words. Open the recording (1.48). Do feedback together, adding the words to the table on the board. /s/ /z/ /ız/ gets has finishes books pens buses airports keys exercises clocks phones watches starts
Ask to choose 4 of the words from the list and make sentences about what times they do these things. Show an example on the board: I normally get up at 7.00. Give the HO. bed breakfast coffee dinner get up gym home lunch work Monitor and collect errors for the delayed feedback. The Ss swap their papers.
Ask the Ss to stand up and mingle around trying to find the person whose daily routine is similar to theirs. Give them the HO. Collect some present simple errors while they are speaking and do some delayed feedback on the board.