Marwa Abdullah Marwa Abdullah

Daily routine, Present simple tense
Elementary level

Description

In this lesson , students learn about the present simple tense in the context of daily routine. The aim is to elicit the present simple form . This is followed by matching and gap-fill exercises to practice more about verb-noun collocations.

Materials

Abc Activity handout
Abc matching handout
Abc computer
Abc white board
Abc powerpoint
Abc Gap-fill handout
Abc Daily routine flash cards

Main Aims

  • To provide review and practice of the present simple tense in the context of daily routine.

Subsidiary Aims

  • To provide specific information listening practice using a text about daily routine
  • To provide clarification of verb-noun collocations.
  • To provide accuracy through speaking practice

Procedure

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

T will hold the cards with pictures of actions (sleep , eat , get up, work , drive, study). SS will say the verb of each picture . T will ask SS ( How often do we do these things? monthly/weekly/daily?). T will ask SS ( what do we call things we do daily? SS will elicit the words (habits, routines).

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

T will highlight phrases such as,take a shower, have breakfast,go to work..etc.then T will ask ss to put them in order starting from morning till night .

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

T will hand in an activity and Tell students that they are going to write about their weekly and daily routines, and then they will ask each other and write about their friends' routines. They will compare the activities. If it is different they will tell it to the others.

Planning (6-8 minutes) • To provide an opportunity to plan students' reports

T will ask ss to guess the daily activities they will probably listen and write it down on a piece of paper,then they will listen to the audio script.

Report (6-8 minutes) • To allow students to report on how they did the task and how it went

ss will tell about the activities that are mentioned in the audio script.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

Meaning: T will use a present simple tense timeline on the board to stress the fact that this tense is used to express routines. Form: elicit the form out of sentences used in the task "I,we,you,they"+ sleep. He,she,it+ sleeps. Pronunciation: focus on the pronunciation of -s endings in the third person .

Language Practice (8-10 minutes) • To provide students with practice of the task language

T will ask ss to work in pairs and hand in matching and gap-fill exercises.

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