Jerelynn Jerelynn

Vocab Main/Speaking Sub Morning Routines
Beginner level

Description

In this lesson students will learn and practice vocabulary in the context of morning routines. They will also complete a listening lesson that will include listening for gist and detail.

Materials

Abc Audio Track
Abc Listen for detail HO
Abc What do you do in the morning HO
Abc TP6 Presentation

Main Aims

  • To provide clarification and practice of collocations such as (have a shower, have a coffee, etc) in the context of morning routines.

Subsidiary Aims

  • To provide gist and detailed listening practice using a text about morning routines.

Procedure

Lead In (3-5 minutes) • To generate interest in the topic that will be the context for the lesson

Who likes to wake up early? Do you wake up easily or are you like this guy? Play the Mr. Bean video clip.

Exposure (3-5 minutes) • To provide context for and highlight the target language through a photo

What do you do in the morning? Get some FB from students. Show photo of morning activities. Ask: What time of day is it? Where are the people? What are they doing? Why? Do you think they took a shower? How many of you had tea or coffee this morning? Did you eat this morning? Or were you too rushed? (point at photos)

Presentation and Clarification of Vocabulary (10-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Produce the photos for vocab on the WB. Elicit the collocations. Eliciting have a shower, have breakfast, have tea or coffee, get up, read the paper, watch tv, listen to the radio, wake up, and go to work or school. Elicit CCQ Drill Write (on side of board if possible) Mime difference between get up and wake up.

Language Practice (10-12 minutes) • To provide controlled and less controlled practice to concept check and prepare students for more meaningful practice

Show photo of all the activities. "What do you do every morning?" Chesting of handout. You are going to put a check mark next to the things you do every morning. Project the HO and do an example You have 1 minute CCQ Give HO Elicit FB -- does anyone do all 9 things in the morning? Unfold HO What do you do first? Then? Make a list. (Mime writing). Write an example on the board. First I wake up. Then I get up. Then I take a shower and listen to the radio. (Let them know that if they are doing two things at the same time they can use and) You have 3 minutes. CCQ [3 minutes] Put in pairs Now tell (mime speak) each other your morning routine. Use full sentences (point to example on board). Listen (mime listen) to what your partner says. You have 3 minutes. [3 minutes] WC FB -- ask students what their partners said.

Prediction Task/Listening for Gist (2-3 minutes) • To reiterate the target language and encourage students to develop the main idea of the audio file

Show zoomed in photo of teacher. This is Emma. What is Emma's job? Do you think she gets up early or late? Discuss with your partner. "Ok, let's see if any of you were correct" [play audio] Discuss with your partner if you were correct. Take FB: "What is Emma's job?" "Does she get up late?"

Listening for detail (3-5 minutes) • To encourage students to listen for detail to put the events in order

Chesting of handout. "Listen again and write numbers next to what she does. Do you think she is going to get up first or read the paper? (get up) Then you will write 1 by to get up. Then you will put 2 by the next thing you hear." [play audio] Monitor and see if students understood. Replay if necessary. Nominate a student for FB for each option. Write on WB: 1. get up 2. have a shower 3. have a cup of coffee 4. go to work 5. have breakfast 6. read the paper Get FB. Does everyone agree?

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

Write on WB: I.... He/She.... I get up. She ______ up. I have coffee. She _______ coffee. I read the paper. She ________ the paper. Put in pairs again. You have 5 minutes. Talk (mime) about Emma. What does she do every day? FB -- Ask for volunteers. What does she do? Ensure they are using the target language and complete sentences. Error correct as needed.

Free Practice (if time allows) (5-8 minutes) • To provide free practice in speaking accuracy (using 3rd person).

Assign groups of 4-5. What do you think my day is like? Speak to each other and write down 5 things you think I do every day. Give approximately 3-5 minutes. Monitor. Take FB. Ensure they are using correct 3rd person verb.

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