Zeynep Zeynep

Teaching Practice 5
Beginner level


In this lesson, students learn about the verbs ad phrases describing their daily routine through a reading text about morning people and night people. 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.


Main Aims

  • To provide gist and detailed through a reading text in the context of daily routine specifically about the difference between morning people and night people

Subsidiary Aims

  • To provide clarification and practice of vocabulary through a reading text in the context of daily routine


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

T draws pictures of clocks with the time on them on the board and writes "what do you do at....?" T asks sts to think about it and put sts into pairs and they try to describe what they do in different time slots on the board to each other. If they don't know the words to describe their action, they can mime it. T writes "My Typical Morning" on the board. I mime 5 things I do every morning. These are waking up, getting up, having a shower, eating breakfast and going to ITI. T puts sts into pairs and make them describe My Typical Morning to each other and then they mime each other their own typical routine to their partners and T gets answers from them about their partner's routine.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

T asks sts to look at the pictures and asks "what do they do in the pictures?" Here the aim is to elicit the words that sts know. Ask sts to match the verbs with the pictures in ex.1 and chcek their answers in pairs. T plays the recording. Students listen and repeat the words. Sts complete the spaces in ex2 with a proper verb and check the answers with the class. T gets the answers from sts. In ex3 T tells her own typical Monday. T asks sts to put the phrases in order to make their typical Monday morning. T puts sts in pairs to tell each other about their days.

While-Reading (15-20 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T asks a lead-in question to sts. "Do you like mornings?", "Do you go to bed late?" T chests the reading exercise and ask sts to read it and decide what the reading is about and circle their answer on Reading 1. While giving the task, T explains the instruction with body language. Sts read the text. After answering the question on their own, T puts them in pairs and sts check their answers with their pairs and discuss the answer. T asks sts to read the text again and answer the questions in ex2. First one is done by the teacher as an example. The rest of the questions are answered by the sts individually. After they finish answering, they check their answers with their pairs

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks sts to answer the question whether they are morning person or night person, puts them into pairs and ask them to discuss their answers with their pairs. This is a freer practice for students to speak about the topic. Extra Activity If there is time left, another activity will be followed by the one above. After finishing the discussion, T asks who the morning people are and who the night people are and seperates them and form two groups. She asks the group who is the super morning person and super night person and they line up according to how early or late they are.

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