English Lesson Planner | Day-to-Day Life

Amanda Robinson

Day-to-Day Life - A Typical Day - Beginner 1 level

Day-to-Day Life - A Typical Day
Beginner 1 level

Description

In this lesson Students will learn vocabulary to describe daily routines in their day-to-day life. This will be done by initially brain-storming what Students do every day in their own lives, and matching pictures with words and phrases. They will do a 'writing' exercise, making sentences about their daily routines with times. This will be followed by a controlled 'speaking' activity from a model question, and then with Students 'mingling' and reporting back on the 'written' answers.

Materials

Handout 1- Matching Pictures and Words/Phrases

Gap-fill Handout 2

Handout 3 - Writing Activity

Gap-fill Handout 4 - Survey

Handout 1- Matching Pictures and Words/Phrases

Gap-fill Handout 2

Handout 3 - Writing Activity

Gap-fill Handout 4 - Survey

Main Aims

To review 'telling the time' from previous lesson, and to teach Vocabulary to describe daily routines from eliciting vocabulary from the Students.

Subsidiary Aims

Controlled 'writing' and 'speaking' for accuracy

Procedure (51-71 minutes)

Warmer/Lead-in (5-8 minutes) • Revision of 'Telling the Time' in previous lesson.

Using WB, revise times from previous lessons, and ask CCQs. Draw diagrams of a clock showing different times - o'clock/quarter past (15 mins past)/half past (12.30 e.g.)/ quarter to, etc.

Vocabulary Check (3-5 minutes) • To introduce Vocabulary by brain-storming.

Set the context of daily routine, and brainstorm with Ss, things they do in their daily lives. Write all Vocabulary on WB, and Drill with Students before the next exercise.

Writing/Matching Exercise (8-10 minutes) • To test the Students' understanding of the vocabulary and the 'telling of time'.

Students will be given a HO with pictures of Carol's daily routine. They will be asked to match the words/phrases with the appropriate pictures. Elicit the answer for each picture and drill, and correct pronunciation as necessary.

Vocabulary/Telling the Time Check (10-12 minutes) • Consolidation of Vocab and Telling the Time, and to give Students a Written Record.

Ask the Students to match the words and phrases in Exercise 1(a) to times of day, e.g. Morning/Afternoon/Evening/Night, and discuss and check in Pairs. Draw a time-line on the WB, and hand out random vocabulary words to the Students, and ask them up to the WB individually to place them appropriately on the time-line.

Writing Activity (10-12 minutes) • To further consolidate/test their understanding of the Vocab and Telling the Time.

Give the Students a HO, and get them to write eight sentences about their own daily routine and times. E.g. 'I get up at 8 o'clock, and I have breakfast." 'I go to English class at 10.30. Monitor the Students and correct any errors.

Speaking for Accuracy Exercise (5-8 minutes) • To give the Ss 'speaking' for accuracy practice.

Model the question 'What time do you __________?' on the WB, using the daily routine vocabulary. Ask the Students the question and get them to answer. Repeat this exercise several times.

Survey for Speaking/Writing Exercise (5-8 minutes) • To practise speaking and writing using the Target Language and providing Students with written record.

Create a survey on a HO for the Students about their daily routines. Ask the Students to mingle asking the question "What time do you ______?" Ask the Students to record the answers.

Feedback/Speaking Exercise (5-8 minutes) • To get Students to practise 'speaking'.

On completion of the survey, get Students to practise 'speaking' and report back what they wrote, e.g. "Serhan gets up at 6.00. Listen to hear if they use the 3rd person singular, and correct as necessary. The next Teacher will focus more on the use of the 3rd person singular.