![]() ![]() Review Activity – Ball Tossīefore finishing the lesson, review the keywords and expressions that students learned. A great way to do this is to elicit a daily activity from the students. After 5 or 10 minutes, the student with the most points (stickers) is the winner. When a student has advanced through all 4 levels, that student gets a point (or sticker) and begins again at level 1. Next, students at level 2 should meet another student at level 2, and students at level 1 should meet another student at level 1. Again they should make a dialogue, then play rock, scissors, paper, and then advance to the next level if they win. The winning students then advance to level 2 (have breakfast), and the losing students should stay at level 1. Students should make their own answers.Īfter the dialogue, students should play rock, scissors, paper. Then with this partner, they should ask and answer, “What time do you get up?”. ![]() For example, level 1 = get up, level 2 = have breakfast, level 3 = go to school, and level 4 = go to bed.Īll students will start at level 1 (get up) and find a partner. Next, assign a daily activity to each of the levels. ![]() To begin, explain to students that the four corners of the classroom are 4 different levels. In this speaking activity, students will talk about their daily routine while progressing through 4 different levels. After winning a point, that student then goes back to the start square.Ĭontinue this game for 5 or 10 minutes, and the student with the most points at the end is the winner. The aim of the game is to get to the star in the middle of the board game to win a point. The only way to get to the star is to land on squares in the middle (the ones with the arrows). Then, it is the other student’s turn to roll the dice. Then they should make a dialogue with their partner based on the picture in the square that they landed on.įor example, if they land on the ‘brush your teeth’ picture, they should ask their partner, “What time do you brush your teeth?” and their partner should answer. Next, one student should roll the dice and move their eraser. To start, students should place their eraser at the ‘Start’ square. Before class, print out this board game and prepare some dice. Give one dice and one board game to each pair of students. This next activity is a printable board game about daily routines. This should give students a clear idea that the lesson will be about activities they do regularly. Once you have a few activities on the board, ask students which of those activities they do every day, and at what time they usually do them. ![]() Write this on the board, and ask students what they did next. Ask them what the first thing they did that day was.Įlicit from them that the first thing they did was ‘wake up’. Introduction and Warm-upīefore introducing the keywords and expressions for the lesson, it is important to put the target language into context. A great way to do this when teaching daily routines is to ask the students about what they did before they came to school. When talking about daily routine, we use the present simple form of the verb. We use the present simple tense to talk about things we do regularly. This lesson plan will focus on daily routines using the present simple tense. Grammar and Expressions used in this lesson plan:
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