LESSON PLAN Date: 21/10/2011 LESSON: Daily Routines TYPE OF LESSON: teaching new language and developing speaking

skills Aims: By the end of the lesson students will be able to: revise telling the time, the days of the week. talk about the main daily activities; ask questions related to daily habits, activities using present tense simple, (What time do you...? When do you?) answer questions related to daily habits; learn new vocabulary associated to daily activities such as: get up, go home, have breakfast/lunch/dinner, go to work, go to school, go to bed, watch TV, do (my)homework; make the difference between I go/ He goes, I do/ He does, I watch/ He watches, I get up/He gets up, etc. TEACHING AIDS: -flashcards, puppets, worksheets, whiteboard, video projector; TEACHING METHODS AND TECHNIQUES: Communicative approach; Exercise, questions and answers; conversation; dialogues; dramatized situations and role-play, fill-in, repeating the same structures; ORGANIZATION AND TIME: ASSUMPTIONS: I assume that students have already learnt to tell the time and they also know the days of the week and the moments of the day, as well as the personal pronouns and the present tense simple of the verb to have. ANTICIPATED PROBLEMS: Some of them may have as well difficulties in remembering the information above. This is the reason why the first part of the lesson will be dedicated to the revision of the main information needed for the acquisition of the new language structures related to daily routines. Individual work, pair work 60

STAGES OF THE LESSON Activity 1: Warm-up, Speaking Aims:

to review the previously learnt material to draw students attention on the new lesson to prepare the context of the lesson

Procedure Interaction Timing Teacher greets Students and asks about their state of mind and how they feel. T-Ss Teacher asks the students what time is it, pretending to have forgotten her/his watch at home. T-Ss T-Ss 5 Teacher pretends to have lost track of the days and asks students: what day is today? T-Ss What day is it? And yesterday? What about tomorrow? Then the teacher may ask : Ss-T Who tells me the other days of the week? As s/he gets the answers, s/he writes them on the black/whiteboard. Teacher brings into discussion their old friend Tom, which is a puppet. S/he asks students to greet Tom (how are you today?-fine, thank you, and you?)

Activity 2: Speaking Aim: introduce new structures, new vocabulary Procedure T-Ss Then s/he announces students that Tom wants to tell them about his daily activities( T-Ss if they agree, of course) in relation to the expression of time, days of the week, moments of the day, which have already been acquired. Then, teacher pretendsT-Ss to be Toms assistant and s/he shows flashcards corresponding to different actions ( getting up, watching TV, going to school) and at the same time s/he shows flashcards representing the clock, increasing students curiosity. Teacher sticks them on the board one next to the other irrespective of the relation among them. In order to help students find out Toms story, teacher writes down the model of the question they have to ask him : e.g.: Tom, what do you do at ...... eight oclock/nine oclock, every day/ Monday? e.g.: I get up at seven oclock every day. I go to school at eight oclock. etc. There are short sentences that teacher writes on the board. ( 5-6 sentences) Then, teacher introduces a new structure: when do you....get up, watch tv? Interaction Timing 10 T-Ss Ss-T

Each student asks one question. They take turns.

Activity 3: Speaking Practice Aim: To exercise new structures Timing 5

Procedure Interaction Teacher announces students that they have to change the roles. Tom is the one asking questions. ( Alina/ Andrei, what do you do at eight oclock everyday, everyTT morning? The questions alternate: what do you do/ when do you get up? ) When all the daily activities and structures are practised, teacher announces that Tom has to go, but that they are going to continue the lesson without him. T-Ss Ss-T

Activity 4: Speaking practice Aim : to exercise new structures Procedure Interaction The focus is now on students. Teacher tells them to come and get a note having TT T-Ss the name of one of their collegues written on them. They do not know who is going to ask them questions until the teacher calls out a number (revision T-Ss numbers). The student having the number on the paper begins the activity. The activity goes on for several minutes until all of them ask questions and give Ss-Ss answers as well. Activity 5: Grammar: word order Timing 6

Aim: To get used to the sentence structure Timing 15

Procedure Interaction Teacher shares worksheets containing jumbled sentences. T-Ss I/every/eight o clock/ have breakfast/ day Teacher gives the intructions. Students work in pairs. T-Ss Students read their solutions out loud, then write them on the board. The other students take notes after the corrections are made by the teacher with the help Ss-Ss of the other students. Pair work Activity 6: introducing new grammar Procedure Teacher shares some handouts containing two short texts: e.g. I get up (), I watch TV () Vs Tom gets up () Tom watches TV () Teacher reads the textx out loud. Then s/he asks some students to read them as well. Then s/he asks about the differences between them. Students answers the questions, while the teacher, having projected the text on the whiteboard, highlights the text according to their observations. (-s, -es )/ I/he After explaining the rule for the third person, students have to exercise it. They have to play the following game: One of the students says one sentence such as: I have dinner at eight a clock every day. Another student has to go on, after repeating the information, according to the following model: Alina gets up at seven oclock every day, and I get up at six oclock. The next student has to go on: Alina (..), Andrei() and I watch TV at nine oclock every Monday. Interaction T-Ss Ss-Ss

Timing 15

Teacher has to be involved in the activity as well. S/he waits for her/his turn.

Activity 7: Assigning homework Procedure

Teacher explains homework. (fill-in exercise) Teacher praises students for their work.

Interaction
T-Ss T-Ss

Timing
2 2