nurcan nurcan

from morning to night
Elementary level

Description

In this lesson, Ss will learn some vocabulary related to the daily routines. Ss will learn these verbs on a diagram in which they will also be familiar with some time expressions. After using pictures and diagram to teach the vocabulary, Ss will read a text to see the vocabulary in a context and practise it. This lesson is based on the daily routine of two real people with busy lives (Marjan Jahangiri is a professor of cardiac surgery in London, and the article about her appeared in The Sunday Times. Her son, Darius, is in his last year of secondary school.). Sts begin by learning verb phrases to talk about daily routines.

Materials

Abc Audios
Abc Student's Book (English File -Christina Latham-Koening,Clive Oxenden,Jerry Lambert,Paul Seligson)
Abc PowerPoint slides(teacher made)

Main Aims

  • To introduce new vocabulary related to daily life verbs in the context of daily routines

Subsidiary Aims

  • To practice the use of present simple tense in conversations about daily routines
  • To provide fluency and accuracy speaking practice in a conversation in the context of daily routines

Procedure

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

After greeting Ss, T starts lesson by complaining: 'I'm too tired. I get up early. I'm not a morning person. I'm a night person. I don't like getting up early.' - Brain storm with the students and ask them what do they do every day.-T uses do to ask them.- T asks Ss some questions. 'Do you get up early? Do you like sleeping? Do you have breakfast every day? Do you sleep late at night?'

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

-T focuses on the phrases and gives Sts time to look at them. -T plays the audio (sound effects), pausing after each one for Sts to guess which one it is. -T points out that the first one (wake up) has been done for them.-T checks answers. -T models and drills the pronunciation of the phrases.-T focuses on the task and example.-T demonstrate it herself/himself by using phrases 1–6 in a to tell the class her/his typical morning. -Then T puts Sts in pairs and gets them to do the same. -T gets feedback from some pairs to find out if they do things in the same order. -T tells Sts to go to Vocabulary Bank Daily routine on p.242. -T focuses on the names Busy Belinda and Chilled Charlie, and T gets Sts to guess from the pictures what busy and chilled mean. -T models and drills pronunciation (/ˈbɪzi/ and /tʃɪld/).- Then T gets Sts to do a individually or in pairs. - 4.8 Now T does b.-T tells Sts that they will hear the answers in the order that Belinda and Charlie do the things, not in the order of the verbs. -T plays the audio for Sts to listen and check. -T checks answers.

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

-Then either T uses the audio to drill the pronunciation of each verb / phrase, or models and drills them himself/herself. -T gives further practice of any words or phrases his/her Sts find difficult to pronounce. -T focuses on the have box and go through it with the class. -Finally,T focuses on Activation and tellsSts they are now going to tell each other about Belinda and Charlie, and they must make full sentences, e.g. She wakes up at seven o’clock. Put Sts in pairs, A and B. Sts A should cover the verb phrases about Belinda and look at the pictures to see if they can remember the expressions. Sts B can look at the verb phrases and help if necessary. -Sts then swap roles, and Sts B do the same with Charlie. -T tells Sts to go back to the main lesson 4B. - T plays the audio 4.9.-T focuses on the Connected speech box and reminds Sts about linking in spoken English (They saw it in 2C). -T tells Sts they are going to hear five sentences, each read at natural speed. -T point out that for each sentence they can see how many words there are. -T tells them the first time you play the audio they should just listen. -T plays the audio once.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

-T focuses on the title of the article, Busy lives Mother...and son, and the photos. -T reads the introduction about Marjan together and makes sure Sts understand it all. -T tells Sts they will now read about a typical (working) day in Marjan’s life and then listen to an interview with Darius about a day in his life.-T models and drills Marjan’s name /ˈmɑːdʒæn/. -T focuses on the adjectives in the list and makes sure Sts can remember what they mean. -T goes through the Glossary and models and drills the pronunciation of the words and phrases, and makes sure Sts understand their meaning. -T sets Sts a time limit and tells them that all they have to do is find out how they think Marjan feels at the end of the day. -When the time limit is up, T gets feedback.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

-T puts Sts in pairs and tells them they are going to interview their partner. -T stresses that they are going to talk about a typical weekday (Monday to Friday). -T focuses on the questions and elicit that Sts need to add do you each time there is a /. -T demonstrates the activity by getting Sts to ask you two or three questions. -T reminds Sts of the typical rhythm of questions, and encourages them not to stress do you, e.g. What time do you get up?. -T tells Sts to go to Writing An article on p.200. The aim here is to give Sts practice describing habitual actions. Sts learn to recognize and use common connectors and common sequencers. -T focuses on the title and elicit the meaning and pronunciation of favourite. -Now T focuses on a and gives Sts time to read the article and answer questions 1–4. -T gets Sts to compare with a partner, and then checks answers.

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