Kubra Akgun Kubra Akgun

TP 3
A1 Elementary level

Description

In this lesson, students will learn about daily routines through a reading text about an actor's life. The lesson starts with a video clip about daily routines and following this, vocabulary of the daily routine and pronunciation of these words will be taught. Students will then practice the vocabulary by matching the pictures with the words/phrases. This is followed by an activity where students practice the times of the day in pairs. Next, the students will talk about the picture of the famous person discussing if an actor's life is exciting and then they will read to see if their ideas are correct. They will also read the text in more detail to do the T/ F activity. Finally, we will talk about the reading text to see whether the students were surprised about an actor's life being excited or not.

Materials

Abc SsBk - p.25 - U3b
Klr2zvcfslojkppqirtg matching pictures ho Matching Pictures HO
Oktnwt3zr6cmkvicg4g6 daily routines Daily Routines PPT
Watch?v=xsi5urnxcj0?size=16&default=html Daily Routines Video Clip
Abc w/b

Main Aims

  • To enable students to develop their reading skills for gist and detailed understanding using a text about daily routine in the context of a famous actor's life style.

Subsidiary Aims

  • To introduce students vocabulary for daily routine in the context of the reading text (get up, go to bed, have breakfast, start work/class, study, sleep, etc.)

Procedure

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

Play students a short clip related to daily routine. Ask Ss what they can say about the video, what it is about. Ss express their ideas.

Pre-Reading/Listening (14-16 minutes) • To prepare students for the text and make it accessible

Introduce daily routines power-point by projecting on w/b the relevant pictures in the HO. Give matching pictures with the words/phrases activity in HO. Ss work on their own, then they check in pairs. Then check as a w/c. Model and drill the words/phrases. Highlight the pronunciation of breakfast /ˈbrek.fəst/, lunch /lʌntʃ/, work /wɜːk/ and the different vowel sounds in leave /liːv/ and live /lɪv/. If I have enough time, I will get the Ss match the vocabulary in ex 1a with the times of the day in ex 1b. Make columns on the w/b and get Ss categorize them. Ss come to the w/b and write their answers. Talk about the picture shown on the reading text. What can they see in the picture? Is an actor’s life interesting? Why? Ss discuss as a whole class.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Put Ss into groups or pairs and ask them to guess what an actor's life is like. Get FB without confirming. Get Ss to scan read the text in pairs to see if their ideas were correct. Remind Ss they should obtain general understanding about the text they should not just read word-for-word. Peer check then w/c FB.

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Give Ss T/F statements in ex 3. Ss work on their own by reading the text in detail to decide which sentences are true, then they check in pairs. Then check as I whole class, correct the false sentences by rewriting them on the w/b.

Post-Reading/Listening (3-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Get general FB on the reading -are they surprised about an actor's life, is it exciting etc. Ss discuss in small groups. w/c FB

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