nurcan nurcan

TP4 4C
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. The lesson starts with a discussion about a typical day. This is followed by exercises about target vocabulary and a reading text about morning people and night people. Finally, there is a freer practice in which students talk to their partners about whether they are morning person or night person. Sts begin by learning verb phrases to talk about daily routines.Finally, Ss ask and answer Yes/ No questions about their daily routines.

Materials

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

Main Aims

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

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of daily routines
  • To practice the use of present simple tense in conversations about 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?'-T refers to pictures on WB, elicits meaning of "Morning Bird" and "Night Owl."

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.

Highlighting (2-4 minutes) • To draw students' attention to the target language

-T revises telling the time. -T draws a clock and then draws different hands and ask Sts What time is it?.-T asks Sts What time does this class start? and elicits the answer It starts at (X). Highlight that we use the preposition at when we say what time something happens.

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. -T plays the audio 4.10 This exercise practises sentence stress and rhythm.-T focuses on the sentences and tell Sts that the words in bigger bold print are the words that are stressed. -T plays the audio, pausing after each sentence for Sts to listen and repeat, copying the rhythm.

Semi-Controlled Practice (5-8 minutes) • To concept check further and prepare students for free practice

-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 points 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.-T now plays it again, pausing for Sts to write the five sentences. -T plays again if necessary. -T gets Sts to compare with a partner, and then checks answers by eliciting the sentences onto the board.

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

-Ss will play 'Find Someone Who..' game. -T shows them handouts and explains the activity. Ss are supposed to ask each other 'Do you .....?' and write the name of a friend when they find him/ her. -T writes an example on WB and does a demo. Instructions: 'Do you go to bed late? Answer is No. Then another person. Do you get up early? Yes. Write the name.'. ICQs: Answer is No. Write? No. Answer is Yes. Write? Yes.'. Ss stand up and asks questions each other. -T monitors them. -When Ss use wrong forms or pronunciation, T writes them on WB to correct after the task.

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