Pelin Ayten Yaz Pelin Ayten Yaz

Daily Routines Lesson
Beginner A1 level

Description

In this lesson, the students will learn about the daily routines with basic verbs like "have,go,leave,finish,start,get,sleep". I will also introduce them with daily time periods such as "morning, evening, afternoon" etc. Telling time with daily routines will be another focus in the lesson. In terms of grammatical structure, the students will learn "third person -s in simple present tense" in both negative and positive forms. The main focus of the lesson will be vocabulary while the sub-aim will be grammar.

Materials

Abc TP 7 - Blank Chart
Abc TP 7 - Listening Activity
Abc TP 7 - Freer Practise
Abc TP-7 Daily Routine Images
Abc TP 7 - Matching Acivity

Main Aims

  • To provide practice and clarification of daily routines in the context of a typical day.

Subsidiary Aims

  • To provide practice and clarification of third person "-s" in simple present tense in the context of a typical day.

Procedure

Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

I will disperse handouts describing a typical day of a person. They will talk about the images with their partners, they will try to find out what that person does in the given images.Then I will disperse the daily routine verbs and the students will match the words with appropriate images. After finishing the matching activity, they will check their matches in pairs.

Exposure (8-9 minutes) • To provide a model of the task and highlight useful words and phrases

In this step, I will highlight and clarify the new daily routine phrases on the board. I will deal with the meaning, form and pronunciation respectively. I will use both group and individual drilling techniques. I will ask CCQs.

Task (9-10 minutes) • To provide an opportunity to practice target productive skills

I will give them a blank chart for times of day and first they will fill in that chart individually and check their answers in pairs. After filling in the chart, they will write a story about their daily routine by using telling the time expressions in the exercise sheet. For example; I get up at 7 O'clock in the morning. etc.

Freer Activity (3-4 minutes) • To allow students to use the target language that they learnt

After completing their daily routine writing, they will talk to each other about their routines.

Language Analysis (4-5 minutes) • To clarify the meaning, form and pronunciation of the task language

I will highlight and clarify the new vocabulary "university, midday, midnight, before, after, about" before the listening activity. I will deal with MFP respectively. Group and individual drilling techniques will be the focus in pronunciation.

Language Practice (7-8 minutes) • To provide students with practice of the task language

In this stage, the students will listen to the daily routine of Carol. And they will try to fill in the gaps. The listening excerpt mostly deals with simple present third person -s and telling the time. After listening and filling in the gaps, they will check their answers with their partners and I will provide them the answer key. I will ask concept check questions to check if they understood the text or not. I will draw their attention to the words in bold ( simple present third person -s) and ask them if they noticed any difference between the sentences "I get up early" vs "She gets up early".

Exposure (2-3 minutes) • To introduce the students with new grammatical structure

I will introduce a new grammatical structure simple present third person -s. I will highlight it on the board as a preparation for the second session of the class.

Semi-Controlled Practice (4-5 minutes) • To allow students to use the target language that they learnt

I will disperse an activity sheet aiming to allow students to practise the target vocabulary and grammar tense they learnt during the lesson. First they will work individually and fill in the gaps, then they will work in pairs and ask each other simple present daily routine questions.

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