Larissa Larissa

TP 05
elementary level

Description

The students will learn to talk about daily routines during the week and at the weekend in present simple. Step by step they will learn how to talk about routine with several activities, first I will let the ss talk about different activities they do during the day, they will listen to an audio and answer some questions, they I will cover MFP through guided discovery, I will scaffold a speaking task and for the freer practice they will talk about their daily routine in breakoutrooms.

Materials

Edit?usp=sharing?size=16&default=html Google Slides
Abc Audio

Main Aims

  • To introduce and provide practice of speaking for fluency in the context of people’s routines

Subsidiary Aims

  • Provide practice in listening for gist.

Procedure

Warmer/Lead-in (5-5 minutes) • To set lesson To engage learners and activate their previous knowledge of topic areaand engage students

- T shows slide 1 What activities do you do on a typical day? Let ss think about answers for 1 min. - T asks 1 S to answer the question and asks S to ask the question to the T. I cook and eat 3 times a day, I surf, I do homework, I work, I see my friends, I read a book, I wash my clothes. - Ss in BR for 3 mins; Instructions: discuss your ideas with your partner OCFB

text-work (8-10 minutes) • To expose learners to the target language

- T shows slide 3. - Instructions: listen to the audio and answer the questions. Give ss time to read the questions. - T plays audio - Ask ss to answer in the chat If needed T plays audio 2nd time OCFB

language clarification (10-15 minutes) • To expose learners to the target language

- T shows slide 4. When do we use these phrases? Give ss 1 min to read and answer - T ask ss to answer in the chat. CCQ’s: 1. Are we talking about something that usually happens or are we talking about an activity that we only do once? 2. Are we talking about a pattern or are we talking about something unusual? 3. Do we use these phrases to express our feelings or to tell our routine? - Are these sentences formal or informal? - T shows slide 5. What is the structure? Let ss think about it for 1 min. - Let ss answer in the chat. - T highlights correct answers with colours. - T shows slide 6. Instructions: Listen when I say the sentences. What part is pronounced with a higher voice? T. covers options a, b, c, d. - T says the sentences. Let ss answer in chat - T highlights sentence stress with arrows - T. covers pronunciation. Instructions: Listen and repeat.

controlled practice (5-10 minutes) • to provide controlled practice of the target language

- T shows slide 7. - Instructions: Read the sentences and write down your ideas. - T nominates 1 ss to give an example. - Instructions: Practice the conversation. One person is A the other B. Switch after you are ready. - SS in BR for 5 min - T. conducts OCFB

Freer practice (5-10 minutes) • to allow the students to use the language fluently

- T. shows slide 8. - What do you do during the week? Here are some ideas of activities. (shows pictures) Instructions: Try again with the next questions. T. nominate 1 ss to demo conversation. T sends questions in chat - Ss in BR for 5 min DEC feedback

Freer practice (5-10 minutes) • to allow the students to use the language fluently

- T. shows slide 9. - What do you do during the weekend? 1 min to write down your ideas. Instructions: Try again with the next questions. T sends questions in chat - Ss in BR for 5 min - DEC feedback

Feedback (5-5 minutes) • to provide learners with feedback on the completion of the task and language

- T conducts OCFB following up on the productive stage. - T writes on the screen samples of learners’ production and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones.

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