Dianne Dianne

Daily routines: practice
A1 level

Description

In this lesson the students consolidate their knowledge of daily routines and time vocabulary. The lesson starts with a quick matching activity to give them a written record of the vocabulary they will need to do the following tasks. This is followed by a model story on the board about Ali's day. In the next stage Ss receive three pictures as prompts.Ss write three (or two if time is running short) sentences about their pictures. This is followed by a running dictation where Ss write down questions and then answer them about a text. This is followed by a quick class check of the answers to the questions.

Materials

Abc Pictures for model story.
Abc Card prompts for sentences
Abc Text for running dictation
Abc Matching worksheet - daily routines
Abc Questions for running dictation.
Abc Flashcards: He goes to school / She goes to bed

Main Aims

  • To quickly refresh daily routine and time (o'clock) vocabulary and for the Ss to produce sentences in the third person about daily routines.

Subsidiary Aims

  • For Ss to answer questions about a text.

Procedure

Starter - Matching activity (5 minutes) • To refresh daily routines vocabulary and give Ss a written record of the TL.

1. go home, 2. have dinner. 3. wake up, 4. go to school, 5. do homework, 6. go to bed - Board Show Ss flashcard - elicit "go to school" - Flashcard on board. Next flashcard - elicit "go to bed" - Flashcard on board. Point to routines on board, point to flashcard 1. elicit 4. Repeat flashcard 2 - elicit 6. Show Ss enlarged worksheet with the solutions for go to school and go to bed. Board Handout worksheets. S matches. Check pairs. Hold up enlarged worksheet

Stage 1Ali's day: Model story (10 minutes) • To present a model for the next stage.

Stick figure on board. This is Ali. He lives in Istanbul. He (* show pic to elicit) gets up at _ o'clock. He (*) He * goes to work at _ o'clock. He * has lunch at _ o'clock. He * goes home at _ o'clock. He * has dinner at _ o'clock. He * watches TV at _ o'clock. He * goes to bed at _ o'clock. T writes. Ss pictures to stick on board.

Stage 2 Practice (15 minutes) • To give the Ss semi-controlled practice writing sentences about someone's day.

Enlarged flashcards on board (goes to school / goes to bed). Point - elicit - He goes to school. / She goes to bed. Sentences on board. Give Ss some small pictures. Ss write sentences in pairs about pictures A3 paper. 2 - 4 sentences depending on time.

Stage 2 Practice (15 minutes) • To give the Ss semi-controlled practice writing sentences about someone's day.

Enlarged flashcards on board (goes to school / goes to bed). Point - elicit - He goes to school. / She goes to bed. Sentences on board. Give Ss some small pictures. Ss write sentences in pairs about pictures A3 paper. 2 - 4 sentences depending on time.

Stage 3 Running dictation. (15 minutes) • To give the students writing questions and answering them.

Point to Ali on board. T: what time does Ali get up? What time does Ali go to work? Elicit answers. Pairs. S1 comes to board and reads a question and goes back to table and writes it down. S2 does the same. Model first with question about Ali. Ss write 3 or 4 questions depending on time. Ss get a text. Answer questions together. Quick class feedback

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