Atefeh Atefeh

Talking about daily routines
Elementary level

Description

In this lesson the language learners will be exposed by simple present tense for talking about routines in the context of reading named: MetroNaps. ( It is a magazine article about a company providing a service for busy office workers where they can go to have a nap during the day. They are also getting exposed by collocations have ,go and get during the reading.

Materials

Abc Pieces of colored papers for pairing
Abc Papers for putting in order on the board
Abc Pictures on PowerPoint for lead in stage
Abc Elementary book, Straightforward

Main Aims

  • By the end of the lesson, students will have practiced their ability to read for gist and also for details. they will also have the opportunity to be exposed by the grammar of simple present

Subsidiary Aims

  • To provide an exposure for Collocations Have,go& got in the context of Daily routines
  • To provide review of Simple present in the context of Daily routines

Procedure

Warmer/Lead-in (3-10 minutes) • To set lesson context and engage students for reading MetroNaps.

The students will be asked to see 4 photos on the PowerPoint file. I elicit the vocabulary and write down on the left side of the board. I tell them : Its a typical day, not weekend. What do you do at 8, 10, 12? They should be at pairs. so at the beginning the pairing strategy is very important. People with the same colors should be with each other so this prevents sitting students together predictably. They talk what they normally do in a typical day at specific times which had been mentioned earlier. After they are finished with their talk, they should report what their partner has told them about his/her activity at those times. (ICQ) The students are going to write 3 facts about themselves and one lie,for example: I get up at 7 am every morning. Do not forget to Provide Example for them and ICQs.

Pre-Reading/Listening (4-8 minutes) • To prepare students for the text and make it accessible

The students look at the picture of a Metro Naps and ask: what activity do you think people do at MetroNaps? They should tell each other their guess about MetroNaps photo which will be shown on the PowerPoint file,page 5, Then they should report their partner's guess to the class. part1 Then they read the text for gist very fast to check if their guess was true or false. and they do part 1 of page 42. Then they will be asked for their answers. 1,2 or 3?

While-Reading (6-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

They will be asked to read the article again to answer questions on part 3 of reading. After reading and answering the questions they should check their answers with another person in another pair.

Post-Reading (4-9 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

They put the sentences on exercise 4 ( the sentences are on separate papers) in order but on the board. each group who puts them in order on the board sooner is the winner and will be given dried grapes.:D After putting them in order they can see the right order on the power point file and check if they were right or not. For the production part, they should have a speaking time which they should talk in pairs. this is the question which they can see it on the power point file: Do you have a nap during your day? Would you like a MetroNap? If yes why? if No why not?

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