Lesson script
3rd educational stage (III.1), English
Content area:
Developing foreign language communication competenceDetailed requirements:
Student (4.2) talks about daily activities in a brief, simple and comprehensible manner.Topic
: Daily routineDuration
: 45 minutesDetailed goals regarding the range of information
Student:
Knows vocabulary related to daily routines;
Knows the structure of Present Simple questions and statements.
Detailed goals regarding the range of skills
Student:
Can describe his/her daily routine;
Can talk about other people’s daily routines;
Can carry out a brief questionnaire;
Develops communications skills.
Detailed goals regarding attitudes
Student:
Learns to plan his/her daily routine;
Learns to cooperate with other students;
Learns to listen to others.
Methods
Elicitation; prediction; discussion; personalisation; whole class, small groups, pairs.
Forms and venue
Forms: pairwork, groupwork, whole class.
Classes are to be held in the classroom.
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Materials and teaching aids
Educational video; worksheets for each student; computer and multimedia projector; board.
Multimedia resources
Film: Jake’s Daily Routine
Worksheet: Work and Rest
Online dictionary
Lesson plan/procedure
1 Warm-up
Interaction forms: pairs, whole class Duration: 5 minutes
Teacher writes the following six activities on the board: grocery shopping, doing English homework, vacuuming, washing dishes, watching soap operas, reading books. In pairs, students should rank them from the most boring to the least boring.
Then, the ideas are compared and discussed in open class.
2 Main stage
2.1. Target language practice – film Interaction forms: whole class, pairs Duration: 10 minutes
Teacher tells students that they will see a film about a man’s daily routine. He/She elicits from students what kind of information they expect to hear, e.g. what time the man gets up/goes to work, etc.
The film is played once through. Students share what they remembered in pairs.
Then, teacher plays the film again, this time pausing after each activity mentioned. He/She asks: What time does he wake up? Why does he get up so early? What time does he eat his breakfast? What does he do after that?, etc. Students should answer in full sentences and teacher should ensure that they use the 3rd person singular form of the verbs correctly.
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2.2. Target language practice – worksheet (communication) Interaction forms: pairs
Duration: 18 minutes
Teacher distributes worksheets to each student. In pairs, they need to ask each other about their routines on weekdays and at the weekend.
Teacher elicits what questions students should ask, e.g. What time do you usually get up on weekdays? What do you usually have for breakfast? What do you usually do on Saturday mornings? etc.
Students are encouraged to give detailed answers and ask follow-up questions to elicit more information.
Teacher monitors and helps with the vocabulary, if necessary. At the end of the activity, a few students are asked to talk about their partner’s routine.
2.3. Consolidation of the target language – discussion Interaction forms: small groups
Duration: 10 minutes
Teacher puts students into small groups, assigning the partners from the previous activity to different groups. In their groups, students share ideas for spending weekday afternoons and weekends. They discuss which seem to be the most exciting/unusual/relaxing and why.
Finally, students compare ideas in open class.
3 Closing stage
Interaction forms: whole class Duration: 2 minutes
If there were any (serious) linguistic problems during the pairwork or groupwork, teacher corrects the mistakes now (without mentioning the students who made them).
As a homework, teacher asks students to write about their most memorable weekend.
Additional information
Teacher advises students that the www.scholaris.pl website offers a computer application in the form of a multimedia dictionary presenting correct pronunciation together with
translations of words and phrases learned during the lesson.
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