Pedro Sampaio Pedro Sampaio

TP 2 Lesson Plan
Elementary level


Abc Students Book
Abc Worksheet

Main Aims

  • To provide clarification of Everyday activities in the context of healthy and stressful lifestyles

Subsidiary Aims

  • Speaking


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T plays hangman to elicit "healthy and stressful". After that, Ss talk about good and bad habits in small groups for 3 minutes, while T observes. In the end, Ss make a list of healthy and stressful activities, which will be pinned on the wall.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation (ex. 1a)

Tell Ss they're going to listen to sounds that represent everyday activities. To ensure they understood, T does the first one in open class as a model. Instructions: Listen to the sounds and put them in the correct order. Play twice if necessary. After listening, Ss pair check. Finally, T does open-class feedback and writes down the answers on the board.

Highlighting (2-4 minutes) • To further check what Ss know through personalisation. (ex1b)

With the answers on the board, T talks about an average morning of theirs, putting numbers next to the activities to put them in order. Then models by using connecting language. T says "This is my order... What's your order? Think about it for a minute" Ss put the activities from the previous exercise in their own order individually. T teaches/elicits connecting words, such as 'first', 'then', 'after that', 'finally'. Ss tell their morning routine to their pair while T observes.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T writes Henry Healthy and Suzy Stressed on the board, and brainstorms ideas in open class of why Henry is healthy and Suzy is stressed for 1 or 2 minutes. If Ss are struggling to produce ideas, T asks them some questions, such as "Do you think they work a lot? Do you think they have a lot of free time?" Then, T divides the class into 2 groups and gives out a worksheet with their daily routines. Ss match the pictures and the activities. Afterwards, T gives Ss an answer key and they if their answers were correct. Finally, T groups one Sfrom group A with one S from group B and they tell each other their person's routine.

Clarification 2 (8-10 minutes) • To clarify pronunciation of the TL (ex2a-b)

T tells students they will listen to 5 sentences and have to write them down. Play twice if necessary. T drills all the sentences and asks students to underline the link.

Semi-Controlled Practice (8-10 minutes) • To give Ss more meaningful practice with the TL(TsBkp255)

Ask students what jobs have a healthy/stressful life. (ex. a model has a stressful life because ___). After a few examples, ask them "What about a gymnastics teacher?" Listen to Ss ideas and then tell them they're going to see some pictures about a teacher's routine and put them in order, then tell a short story. T divides the class into 3 groups and hands out the cards. T monitors while the students do the activity and takes notes for the FB, focusing on the verbs.

Free Practice (If time) (8-10 minutes) • To encourage Ss to personalise the TL

Ss tell each other about their days and decide whether they have a healthy or stressful life.

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