New lesson plan: Daily Routine, Present Simple

Maher

Daily Routine, Present Simple - Elementary level

Daily Routine, Present Simple
Elementary level

Description

In this lesson, the student will get exposed to the structure of the present simple (positive - question) forms through a context of daily routine. the lesson will start with a lead in to the context followed by a guided discovery to get the TL highlighted and clarified , then controlled tasks to anchor the TL in the students' minds, Finally, a free activity to practice the TL

Materials

No materials added to this plan yet.

Main Aims

To introduce the (positive - question) structure of the present simple with the subject (I - you - we - they) in the context of daily routine.

Subsidiary Aims

Integrated skills, Listening, and Daily routine vocabularies

Procedure (37-49 minutes)

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

- T show SS HO1 with the reading text in it, he will do that by chesting to make sure that SS can only see the photos on the HO. - T will demonstrate a picture on the board asking the Ls to brainstorm the reading passage topic - By handing the Ls a blank piece of paper, T will ask the Ls to think about five words thy might see in the text. ICQs: are you working alone or with a partner? Are you writing sentences or words? Possible answers (get up/weak up - breakfast - work - morning - job - eat - clock)

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

- T will give HO1 to Ls asking them to check their brainstormed words. - T will ask the students to give sentences that contain their words. - T will write three sentences on the W/b. sentences will be written on the W/b: 1. I get up at five o'clock. 2. I have my first coffee of the day. 3. We have lunch at twelve. (PS: same sentences in the analysis HO) - T will ask the Ls to do the listening ex. T will be pausing the audio to check if the Ls are on track. - T will provide the Ls with a visual answer key on the projector.

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

- T will present the analysis HO to the Ls pointing to the three sentences in question (1) - T will drill the three sentences -T will ask the Ls to answer the question in (1) with their partner. ICQs: are you working alone? are going to do all the exs? - FB will be given by the Ls on the W/b. - T will ask the Ls to write sentences about their daily routine in question (2) - T will elicit the form of Present simple in question (3) - Ls will be grouped in three to do question (4) by a representative from each group.

Clarification, (2-4 minutes) • To introduce the Ls to the question form of resent simple

- T will use the three sentences in the analysis HO to elicit the question of each sentence. - T will drill the elicited questions

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

- T will display the third ex on the W/b. - The ex will be done on the W/b by a representative from each group. - HO3 will be given to the Ls, and the ex will be done individualy. - FB will be displayed by a pictured answer key on the projector.

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

- Ls will be regrouped (a dominant student in each group) - Ls will practice the TL through a speaking ex. - Ls will be told to ask each other and answer questions about their daily routine. ICQs Are you working in pairs? Are you going to talk about the past?