faramarz faramarz

Daily routine, TP3
A1 level

Description

In this lesson, students will learn about adverbs of frequency through a listening task and practice having meals with adverbs of frequency.They will tell each other about their routine.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification of adverbs of frequency in the context of daily routine and meals

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of daily routine and meals

Procedure

Lead in (3-5 minutes) • To generate interest in the topic

-T plays a game of hang man and tries to elicit the word "routine" -SS will see a video about a student and his morning routine. -T will elicit some sentences about student routines.

Pre-listening task (4-6 minutes) • To preteach new vocab needed for the listening activity

-T elicits the word "breakfast". -T draws a cline with the sun and the moon. -T elicits lunch and dinner -CCQ : When do we have dinner? at 1 or at 8 ? at 8. What do people have in the morning? Breakfast or lunch ? -Drilling

Listening task (4-6 minutes) • To introduce the target language via a listening

-Give students a HO with some sentences written on it regarding the listening -Listen and match each sentence with a listening. play CD 2, track 3. -play again if necessary. -peers check the answers with each other. -Give students a HO as feedback

Highlighting target language (4-6 minutes) • To highlight the target language by a guiding task

- T writes 4 sentences on the board with gaps. - play the listening. - listen and complete the sentences. - play again if needed. - peers check their answers together. - 4 students will come to the board and write the answer key as feedback on the board.

Clarifying target language (12-14 minutes) • Clarify meaning, form and pronunciation of TL

- T draws some dots on the board and elicits different adverbs of frequency.(always, usually, often, sometimes, rarely, never) - CCQ: I sometimes go to work.My brother always goes to work.Who goes to work more? My brother. I never watch TV. My brother always watches TV. Who likes TV more? Me or my brother? Your brother. -T drills the new words. -T shows the correct intonation of these adverbs, focusing on pronunciation. -Focus on the form.T writes the adverbs on the board. -T writes some sentences on the board with sometimes and usually and elicits the correct places for them in the sentence.these two adverbs can be used at the start, middle or at the end of a sentence. -T attaches some clines in different colors to the walls and gives the SS some cards with adv of frequency on them. -Stand up and put the adverbs in the correct order. -project the correct sentences.

Language practice (10-12 minutes) • To provide Semi-controlled practice

-A picture about routines will be projected and students stand in a circle.T tosses the ball to someone and tells students a sentence about his routine, using adverbs of frequency. Students will practice telling each other sentences. -In case of having some extra time, T hands out a quiz about habits in Turkey. -Choose the correct answer. -Students will check with peers -T nominates some students to answer the questions.

Feedback (2-4 minutes) • To establish correct answers

-T corrects the students using either hot correct or delayed error correction

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