Esin Karabulut Ozturk Esin Karabulut Ozturk

Esin-28 September- Daily Routines
Beginner level


In this lesson, the students will discuss daily routines. The focus will be the clarification of useful language -time phrases with on, in,at. After being familiar with the useful language, students will also complete listening tasks in the same context.


Abc U5b Task 1a p.40 Face2Face Second Edition, Cambridge
Abc U5b Task 2a p.40 Face2Face Second Edition, Cambridge
Abc U5b Handout p.122 Face2Face Second Edition, Cambridge
Abc U5b Task 3a p.40 Face2Face Second Edition, Cambridge
Abc U5b Task 3b p.40 Face2Face Second Edition, Cambridge

Main Aims

  • To provide clarification of language used for time phrases in the context of daily routines

Subsidiary Aims

  • To provide detailed listening in the context of daily routines


Lead-in (5-8 minutes) • To generate interest in the context daily routines

Start the topic with the following sentence: ''I get up at quarter to seven o'clock in the morning. What time do you get up in the in the morning?'' You remember times of the day from Liz' lesson? Write the sentence and the question on WB. Drill the sentence. Model it with one S from the class. Have the Ss to work in pairs and ask each other the same question. ICQs: Together or alone? Doing what?

Expose to and highlight TL (8-10 minutes) • To contextualize and introduce the TL

Show task 1a : ''Now we will be doing a small task. Before that remember these words?'' Remind by drawing a timeline. midday /ˌmɪdˈdeɪ/ midnight /ˈmɪdnaɪt/ Back to task: ''Three columns with three prepositions on, at, in.Write the words in the correct column'' Draw the table and make an example on WB. ''You work in pairs. Three minutes'' Give the handouts. CCQs: Together or alone? Do what? ''Now one from each pair come to WB and write one by one your answers''. Model if necessary. Watch out for ''night , midnight, midday'', ''week and weekend''; Drill

Clarifying target language (8-10 minutes) • To clarify MFP so learners use TL effectively

Show task 2a: ''We have a task to fill in the gaps.'' Remind routine if necessary. routine /ruːˈtiːn/ ; Try to elicit by the things that we do everyday. ''Work in pairs. Three minutes for the task. '' CCQs: Together or alone?Fill in the gaps? Regroup and check answers. Clarify useful language by eliciting with the help of the tables on WB: Meaning: -on : with days of the week (Sunday) or parts of days (Tuesday morning) -in: with the morning/the afternoon/the evening -at: with times ( at six o'clock/midday/midnight/night/weekend) Form: Example for routines; ask students give examples from the task. I go shopping on Saturday. We watch TV in the evening. Gary works at night. And for pronunciation drill sentences focusing time phrases and connected speech. Pass out daily routines' handouts for later use.

Practice (Listening task) (8-10 minutes) • To listen and practice the TL

Show the photo of 3 people in task 3a: Nadine, Carol and Tom. Try to elicit a few words from the photo.'' You know Carol from yesterday?. What are there on the table?'' Show handouts: 'Read the first 5 sentences alone'' Give 1 minute. Tell Ss: 'Listen and circle the correct words'' (CD2 29) CCQs: Together or alone? Circle the correct word? Regroup and check answers and WCF. Show handouts 3b: 'Read the questions 1-6 alone'' Give 1 minute Tell Ss: 'Listen and find the answers'' (CD2 29) CCQs: Together or alone? Find the answers? WCF. Give the listening handouts for later use. EC & FB

Free practice (if-time activity) (5-8 minutes) • To practice further the useful language

Write on the WB :''What do you do at the weekend? I play tennis at the weekend'' Have Ss in pairs and discuss the following question. 2 minutes time CCQs: Together or alone? Answer the question? Regroup pairs. 2 minutes time WCF

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