Rumeysa Rumeysa

Teaching Practice #5
Beginner level


In this class we will practice speaking about typical daily routines. We will use the following vocabulary: common verbs and nouns, "wake up, eat, drink, read, etc." Students will also get to read about "morning people vs. night people." Students will have the chance to practice many skills including receptive (listening, reading) and productive (speaking and writing) throughout the lesson. The miming tasks will incorporate both of these skills in different ways.


Abc Handout #1 - Vocab 1-3
Abc Handout #4 - Sun & Moon
Abc Whiteboard & pens
Abc Handout #2 - Reading
Abc Handout #3 - Reading questions (optional handout, may write on board)

Main Aims

  • To practice speaking about typical daily routines. Using vocabulary common verbs and nouns, "wake up, eat, drink, read, etc."

Subsidiary Aims

  • Also, reading about "morning people" vs. "night people".


Hellos and names (1-2 minutes) • To introduce one another to class

Say hello and introduce yourself. Ask 5 students to write your name and the other teacher's names on name tags. Ask them if they remember their names, ask them to spell it. Then pass out name tags for each student, ask them to fill out their names.

Lead-In (2-5 minutes) • To elicit student responses about daily routines while using clocks as a formation.

Write times on the board as clocks: 7am, 8am, 9am, 12pm, 1pm, 3pm, 6pm, 8pm, 12am. Write: "What do you do at....?" on the board. Give students 2 minutes to discuss this with their partner about their routines. If students ask me about a word they do not know, have them mime it to their partner.

Pre-Teaching Key Words: Routines (8-10 minutes) • Speaking

Write: "My Typical Morning" on the board. Mime and model: "waking up, taking a shower, eating breakfast, going to school, etc." Students watch and remember. Put students in parallel lines facing each other and have them play "speed date" with their mimes of the words. Each student must mime something they do at a certain time. Teacher will say what time. Ask Ss what other Ss do at a certain time after the activity.

Vocabulary (5-8 minutes) • Feedback for Teacher – did they learn?

Have students do H/O #1, exercises 1 and 2 really quickly. Play answers on CD for repetition.

Reading (4-6 minutes) • Receptive Skills: Gist Reading

Ask: do you like mornings? Do you like to go to bed late? Who is a morning person in class/who is a night person? Have students read activity and answer the question. Ask them to read it once again and mention the answer is TWO.

Morning vs. Night people (3-6 minutes) • Speaking

Have students complete the worksheet in pairs about morning or night people. Check answers as a class quickly on the board.

EXTRA ACTIVITY (5-10 minutes) • More speaking practice if we have more time

Have morning people and night people form their own groups, then have them figure out within their group, who is the super morning person and the super night person. Then have them arrange themselves in a cline. If more time, have both groups organize by time.

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