Lesson Plan Teacher: Elyse Brooks
Class: English 1 or 2 grade
Date:
No of Ss: 25
Lesson Topic: Daily Routines and Times of the Day Lesson objectives: Using the present simple tense, the students will be able to talk about daily routines and different times of the day.
ain skill ! system s ystem ob"e#ti$e%
This lesson will fo#used on getting the students to use the target $o#abulary and senten#e stru#tures. The goal is that the students will be able to re#ogni&e and begin using the $o#abulary and stru#tures to talk about daily routines and different times of the day in the present simple tense.
Te'tbook Te'tbook pages ! (orksheets (orksheets ! et#.
Printed worksheets: “What time do you…?”
aterials ! Resour#es ! )upplies ! *lash#ards ! et#.
5 cardboard boxes Flashcards: morning, afternoon, evening, night, wake up, get up, ear breakfast, eat lunch, eat dinner, go to school, start school, go home, arrive home, watch TV, do homework, go to bed Blu-Tak or tape to stick flashcards to the boxes and board A clock with hands that can be moved Board with markers/chalk Small objects (balls, bean bags, etc.) for cardboard activity
+ro#ess
1. Warm up: drawing activity to introduce 4 times of the day: morning, afternoon, evening, and night 2. Introduction: “Times of the day boxes” game 3. Practice activity: Create a “Times of the Day” chart on the board 4. Application: Do the “What time do you…?” exercise 5. Warm-down: “stand on one leg” question review game 6. Filler: Play the “Daily Routines Memory Game”
Board Plans:
*irst alf of the -lass% 5ew $o#abulary from the $ideo (rite the four dis#ussion 0uestions
)e#ond alf of the -lass% i#k the habit / gi$e up!0uit a bad habit ld habits die hard / its diffi#ult to stop a habit you$e been doing for a long time 3 #reature #reature of habit / someone who likes likes the se#urity of a routine (hy break the habit of a lifetime4 / something you say to a person you know know isn isntt oin oin to #han #han e thei theirr habi habits ts..
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Lesson Plan
Lesson Plan )tage
1.
+ro#edure
Resour#es ! +age 5o.
Time
(3R 6 U+ 7ntrodu#e 8 times of the day% morning, afternoon, e$ening and night. E'plain to the students that while we #an talk about months, days of the week, and spe#ifi# dates of the year, we #an also talk more spe#ifi#ally about times during the day.
Board +aper
1A min
9ui#kly introdu#e the 8 words by drawing a pi#ture on the board. Draw a simple house with a tree ne't to it and a hori&on. Then draw a sun "ust rising o$er the hori&on. Tea#h!Eli#it :morning; and #horus < times. 5e't, erase the sun and draw the sun high up in the sky and tea#h!eli#it!#horus :afternoon;. Then draw the sun low in the sky on the other side of the house for :e$ening;. 3nd finally a moon and starts for :night; 5e't ha$e ea#h student take out a pie#e of paper and draw the same pi#ture on his or her own paper =e.g. house, tree, hori&on>. )ay, :Draw afternoon;. The students will draw on their own papers while the tea#her walks around to #he#k their understanding. elp if ne#essary and #ontinue the a#ti$ity with the three other times of day.
2.
Talk through the target $o#abulary terms for this lesson. Use the flash#ards. Transition to an a#ti$ity to pra#ti#e using the $o#abulary words% +repare ? #ardboard bo'es and use the flash#ards. 3dd some other flash#ards from pre$ious lesson on daily routines% brush teeth, play $ideo games, et#. n 8 of the bo'es, sti#k one of the morning, afternoon, e$ening and night flash#ards on the outside of ea#h and pla#e in 8 different #orners of the #lassroom. 7n the remaining bo', put lots of small ob"e#ts, e.g. balls, bean bags, blo#ks, et#. and pla#e in the middle of the #lassroom. odel the a#ti$ity% hold up one of the flash#ards =e.g. :get up;> and say the word :get up;. Then pi#k up an ob"e#t from the ob"e#t bo' and point to the 8 bo'es around the room. 3sk :whi#h one4; and then go and
ake flash#ards 2A min for the following% morning, afternoon, e$ening, night, wake up, get up, eat breakfast, eat lun#h, eat dinner, go to s#hool, start s#hool, go home, arri$e home, wat#h T@,do homework, go to bed. +rint pi#tures that go along with ea#h $o#abulary word to help the students understand. 8 Bo'es Tape Random ob"e#ts
Lesson Plan )tage
+ro#edure
Resour#es ! +age 5o.
Time
drop the ob"e#t into the morning bo'. )ay :morning; as you drop the ob"e#t into the bo'. 5ow start the game. old up any flash#ard =from the daily routine set> and shout out the $erb =e.g. eat dinner>. et e$eryone to #ome up together, pi#k up an ob"e#t and drop it in the #orre#t bo'. 7t would be good if the students say the time of the day words as they drop the ob"e#t. -ontinue with the rest of the flash#ards 0ui#kly. *inally, ask e$eryone to guess whi#h bo' has the most ob"e#ts 6 then #ount out the ob"e#t in ea#h bo' to see whi#h is the winning time of the day.
<.
Draw 8 se#tions of the board, separating them with lines. (rite :in the morning;, :in the afternoon;, :in the e$ening;, and :at night; in ea#h of the se#tions. The students will #opy the #hart onto their own pie#e of paper.
1? min Board *lash#ards -lo#k
5e't, the students are going to sti#k the daily routines flash#ards onto the board. *irst model% m odel% take a random flash#ard and show it to the #lass. Eli#it the word =e.g. :wake up;> and sti#k it into the :in the morning; se#tion of the board. (rite, :7 wake up; ne't to it. a$e the students write, :7 wake up; into the se#tion. Then ha$e different students #ome up and sele#t a #ard. a$e them sti#k the #ards on the board in the right se#tion. (rite the senten#e ne't to the #ard. Ea#h time, ha$e students #opy onto their #harts. CC+T753 7f the students ha$e studied telling the time in a pre$ious lesson, we #an add times to the #hart. *irst model% point to :7 wake up; on the #hart. Do the gesture for waking up =stret#hing, yawning, rubbing eyes> and then hold up the #lo#k. )et the time to 1%AA and say :7 wake up.at 1%AA o#lo#k4; allowing the students time to rreali&e eali&e this is wrong. Then, ask a student to mo$e the #lo#k hands to a more realisti# time, su#h as F. (rite on the board, :at F o#lo#k; after :7 wake up;. -horus, :7 wake up at F o#lo#k in the morning;. 5ow ha$e students #ome up, #hange the time on the #lo#k, and write times on the board ne't to ea#h flash#ard. 8.
:(hat time do you4; sur$ey e'er#ise% i$e ea#h
(orksheet
1A min.
Lesson Plan )tage
+ro#edure
Resour#es ! +age 5o.
Time
student the sur$ey worksheet and e'plain that they are going to ask < people in the #lass about their daily routines on s#hool days. Before starting, go through the sur$ey sheet with e$eryone and make sure they write an additional a#ti$ity on the last row. ro w. Then model with a student, showing writing their name at the top of the #olumn and asking and answering 0uestions using the following stru#ture% )tudent 3% (hat time do you =wake up>4 )tudent B% 7 =wake up> at =F oG#lo#k> =in the morning>. a$e students stand up and mingle, filling in their sur$eys.
?.
7n #losing, we will play a 0ui#k game of :stand on one leg 0uestions;% e$eryone will stand on one l eg. Then, ask ea#h student in turn a 0uestion to re$iew what they he or she learned =e.g. :(hat time of day do you eat breakfast4;>. 7f they get the 0uestion right they #an sit down. 7f they get it wrong, they must remain standing on one leg until the turn #omes around again. This is "ust a fun and 0ui#k way to see how well the students understood the lesson. opefully, opefully, the students will all be sitting down in no time
? min.
Lesson Plan )tage
+ro#edure
8.
3sk the st students to pretend th they are "ournalists at a TED talk. *irst, ha$e ea#h of the students write down at least three 0uestions related to the TED talk $ideo they wat#hed. Break the students up in 8 or ? groups. a$e one student in ea#h of the groups pretend to be the TED speaker, and en#ourage, him!her to sit in the #enter of the group. Then, the other students in ea#h group will read out and ask their 0uestions. 3llow multiple students to a#t as the TED speaker.
Resour#es ! +age 5o.
Time
1? min
