hazem hazem

Daily Routines
Beginner: A1 level

Description

In this lesson, I will proved students with a grammar practice on the simple present to talk about their daily routines. The lesson starts with a controlled practice on the use of -s for third person singular verbs. That is followed by a card game, where students need to stand and form sentences. After that, the students pracitce the productive skill of wring about their own daily routines.

Materials

No materials added to this plan yet.

Main Aims

  • To provide practice of The positive form of the simple present in the context of daily routines

Subsidiary Aims

  • To provide product writing practice of a paragraph in the context of daily routines

Procedure

Lead-in (7-9 minutes) • To introduce the positive form of the simple present in the context of daily routines.

T writes incomplete sentences on WB and ask sts to complete them with the correct form of the verb. As this lesson is a continuation of two other lessons about the topic of the simple present and daily rountines, sts should be able to complete the sentences easily. T drills the sentences then tries to elicit "daily routines". T explains to sts that they can use the simple present to talk about their routines

Cotrolled Practice (3-5 minutes) • To practice the positive form of the simple present, with attention to third person -s

T explains the task and distributes HO. Sts complete the task. Sts check in pairs first and then T conducts WCFB by asking individual sts.

Further practice on the form (7-9 minutes) • To offer students more practice to notice that third person pronouns take -s

T asks 5 sts to stand near the board. T distributes a set of cards for each of them. Each set contains parts of a sentence (subject, verb, -s/-es, and a complement). They hold the cards and try to make a meaningful sentence. If the sentence is not meaningful, one of them changes his/her card. Sts read the words on their cards first. After that, they repeat the whole sentence as a class.

Read then write (12-15 minutes) • To practice the productive skill of writing using the new TL

T shows a model paragraph about his daily routine. Sts write about their routines. T monitors and checks. Sts complete the task. T demonstrastes how to do the second part of the task. T asks one of the sts to read her/his paragaph out loud. T writes "St's Name goes to bed at ....". Sts then write another paragraph about their classmates in order to practice using 'the third person -s'. T monitors and checks .

Error Correction (3-5 minutes) • To raise students awareness about common mistakes some learners make.

T writes the sentence, "She go to bed at 9.00." and asks sts what is the mistake in that sentence. One of the sts corrects the mistake. T distributes handouts and sts complete the task. Sts check in pairs. T monitors and checks.

(Optional) Game (6-8 minutes) • To practice speaking the TL

T asks all the sts to stand up and form a circle. T gives a ball/dice/... to one of the sts. T asks that student to say a sentence about his/her daily routine and then to throw the ball to him. T repeats the sentence using the third person. T says another sentence about himself and throws the ball to someone else and so on.

Web site designed by: Nikue