Fariba Davoodi Moghadam Fariba Davoodi Moghadam

TP5-2 / Daily routine/ 3rd person singular
beginner A1 level


In this lesson,ss learn about 3rd person singular through guided discovery based on a reading text about daily routine.the lesson starts with a lead-in, then ss answer Qs before reading short pieces of reading about 2 people who work in a 24-hour supermarket.Then, they scan the texts to fill out a table. There is some controlled practice through sentence formulation and free practice via final speaking activity.


Main Aims

  • To provide detailed reading practice using a text about daily routine in the context of a 24-hours supermarket

Subsidiary Aims

  • To provide clarification of simple present/3rd person singular in the context of daily routine


Warmer/Lead-in (1-5 minutes) • To set lesson context and engage students

tell ss: "you are going to see pictures " . show SS the pictures on WB, "look at these pictures", what is this? elicit supermarket. tell ss : work in pairs for two minutes, answer this question: do people work at Christmas time in supermarket?

Pre-Reading/Listening (2-3 minutes) • To prepare students for the text and make it accessible

tell ss :" you are going to look at pictures and answer 4 questions, don't read the texts. Ask them ICQs; are you going to read the texts? NO Give them the handouts and tell them they have just 3 minutes.

While-Reading/Listening #1 (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Tell ss :"now read the texts. work in pairs and check your answers in 5 minutes. write the sentences on the board , take a WC feedback and write the correct answer on the board. Tell ss: you are going to find words in the reading and put in the table/box , ask ICQs. take a WC feedback and write the answers on the board

While-Reading/Listening #2 (5-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Tell ss they are going to read a text about Salman in pairs and add verbs to the table in 3 minutes. they already have handouts. Ask them to check their answers in pairs, take whole class feedback and write the sentences on the board. Ask ss how the verbs in A and B are different, elicit the right answer, point out that 1-we add es to some verbs that end to o / go--goes/ do---does 2-verbs that end in ch/ sh/ s( finishes-- watches-- kisses. focus on /z/ and /Iz/, read sentences , ask ss to repeat.

Post-Reading/Listening (8-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Tell the students:" now write sentences about Carla in 5 minutes, give them the handouts , ask ICQs, then ask 2 ss read their sentences and give feedback.tell the ss work in pairs and speak about their friends daily routine.

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