Jesse Anderson Jesse Anderson

Daily routine lesson
Beginner level

Description

In this lesson students learn language in the context of daily routines. I will use a chronological order to outline a daily routine providing the vocabulary with images. Students will learn to use the vocabulary in sentences with the present simple (positive and negative) with the subject "I, we, they" First I will lead in by setting the context using pictures in the order in which they happen (wake up, breakfast, brush teeth, etc.). I will elicit the context "daily routine" from them by asking questions about the pictures. Then I will put students into pairs to see if they can guess the vocabulary words by giving them a worksheet with pictures and words to match with the pictures. I will use the stages of teaching vocab: elicit, check understanding, drill, write on WB to mark stress. Next I will give students a handout with a paragraph about my daily routine using positive and negative. Accompanying the handout will be a set of T/F questions about my routine. Once the students are familiar with the context and the vocabulary, I will present examples of the language/grammar. Using the WB, I will explain that the form is the same for "I, we, they" i.e. I eat breakfast, they eat breakfast, we eat breakfast..." I'll ask students to say a sentence about their daily routine to check for accuracy. Finally, I will have the students write 5-6 sentences about their daily routine. Then have students use their sentences to compare with their partner about their routines: "I eat breakfast. What about you?" If time permits, I will go to a trusty game of hangman to further practice vocabulary and spelling.

Materials

Abc Images
Abc H/O 1 (images/word bank)
Abc H/O 2: My routine-T/F
Abc H/O 3: controlled WP

Main Aims

  • Grammar: present simple with +/- with I, we, they e.g. I get up at 6:00/I don't eat breakfast.

Subsidiary Aims

  • Vocabulary: To provide practice of verbs in the context of everyday routines.

Procedure

Lead in (5 minutes) • Set context

I will begin with images of daily routine on the board (in the order in which they happen). I will elicit the context "daily routine" from them. Once they guess it, even if it is not the words "daily routine" I will write that on the board and explain "daily" and "routine."

Vocabulary (16 minutes) • Test the students

Explain the worksheet (3min)--"there are a set of images like on the WB and a set of vocabulary words. You will match the words with the images--as many as possible." Ask students to put their things on the floor, except a pen and paper. Pair students. *prior to class, put the desks together in pairs so they understand they need to work with one person. Once paired, check the instructions (1 min). Ask Ss who they are working with. Ask Ss what they will do with the worksheet. Pass out worksheet and ask students to begin. Monitor (4 min) Get Ss attention. Elicit one word from each pair and drill the word (individual). Once all pairs have given a word. Write on WB. Go again until all words have been elicited. Do choral drill by pointing to the images/word. Mark stress when necessary (10 min).

Reading (10 minutes) • Reading practice, vocab, +/- comprehension

Tell Ss they will read a paragraph with my daily routine written on it. After they read it, they will answer T/F questions about my routine. Check Instructions. Pass out H/O.

Language focus (5 minutes) • Present simple +/-

Using the WB, I will explain that the form is the same for "I, we, they" i.e. "I eat breakfast, they eat breakfast, we eat breakfast..." I'll ask students to say a sentence about their daily routine to check for accuracy.

Controlled Written Practice (4 minutes) • Practice writing present simple +/-

I will have the students write 4-5 sentences about their daily routine. I will provide a starter on a H/O, i.e. When I wake up, I________________ Then I ____________________ After_______________, I___________________

Speaking Practice (5 minutes) • To practice speaking about daily routines

Ask students to work with a new partner and tell about what they do in their daily routine by using their written practice sentences in H/O 3

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