FINAL ASSIGNMENT - LESSON PLAN FORMATName: DEAN BOICDate: APRIL 15TH, 2016Lesson Focus: SIMPLE PRESENT TENSELevel: A1Age group: ADULTS – GENERAL ENGLISHNo of students 15 ADULTSLength: 75 MINUTES

Lesson Objective: BY THE END OF THE LESSON, STUDENTS WILL BE ABLE TO

– DESCRIBE ROUTINE ACTIVITIES IN A TYPICAL DAY, USING SIMPLE PRESENT TENSE- TELL THE TIME- FORM SENTENCES ABOUT THEIR DAILY ROUTINES USING SIMPLE PRESENT TENSE- USE VOCABULARY RELATED TO DAILY ROUTINES- FILL IN A SCHEDULE OF THEIR OWN TYPICAL DAILY ROUTINE- GRAMMAR TERMS WILL NOT BE USED AS THIS LESSON PLAN FOCUSES ON ELICITING INFORMATION IN ORDER FOR STUDENTS TO SPEAK FREELY IN REAL LIFE SITUATIONS, THINK FOR THEMSELVES AND TO MAXIMISE STUDENT TALK TIME

Materials: [LIST ALL THE MATERIALS YOU WILL NEED FOR YOUR LESSON].

1. IMAGE – PICTURE – DAILY ROUTINES - TO BE PRINTED OUT AND GIVEN TO EACH STUDENT

2. VOCABULARY LIST – DAILY ROUTINES

3. WORKSHEET – DAILY ROUTINES

STAGE/TIMING STAGE OBJECTIVE TEACHER’S ACTIONS STUDENTS’ ACTIONS T/S RATIO &

INTERACTION

ANY COMMENTS YOU WISH TO MAKE TO CLARIFY OR JUSTIFY WHY OR HOW YOU ARE CHOOSING TO DO THIS PARTICULAR STAGE.

INTRODUCTION – 5 MINUTES

To introduce the topic and lesson objectives and to check if homework was done-taking into account that this is not their first class.

Greet students, introduce lesson objective by writing it on the board.

Teacher introduces themselves asks each student to introduce himself/herself, spending 5 minutes máximum on this task.

Students will be listening to the teacher and responding when questions are directed at them.

80/20 This will involve less talking from students as topic and objective is being introduced-in a previous lesson, the students learned about time as well as days of the week-therefore, presenting these terms would not be necessary.

Teacher to customise lesson based on student needs as much as possible.

PRESENTATION – 30 TO 40 MINUTES

To teach the learning objective.

Give examples of typical activities in a daily routine. Get students to describe each image, using the present simple tense.

They will have learned about telling time in their previous lesson, so they will learn tos ay what activities they do, at what time.

Warm up:

Point to a picture and ask:

What is Peter doing?What time is it?Does he do this every day?What time do you wake up every day?

Teacher introduces goal: So, our goal for today is to describe to a friend what you do everyday.

(see PICTURE – DAILY ROUTINES)

Presentation begins:

See image 1:Vocabulary:

Almost Just before Just after Exatly

Put times on the board:

4:14; 4:16; 4:30

Almost/Just before:

Is it 4:15?It is almost 4:15OrIt is just before 4:15

Just after:

Again-is it 4:15?Right-it is just after 4:15.

Students will be listening when teacher is speaking, and participating actively by answering questions directed at them.

When answering questions, students will be corrected and will have to say the answer correctly before the teacher moves on to the next student:

Answer: “They are getting out of bed/waking up.”

No-it is 4:14.

Students to repeat.

No-it is 4:16Students to repeat.

60/40 The images and questions based on them are designed to elicit information from the students. Different presentation techniques will be used to teach the new vocabulary, ie, naming/elimination/substitution.

At this stage-the teacher will have the most control over the lesson while introducing new vocabulary. Control will get less as the lesson progresses.

Is it 4:30?

Teacher to ask questions based on images,:

“What is the person doing in the first picture? “

T: “What do you see in picture number 2?Answer: It is a clock showing 08:00, and it is time for breakfast

Ask students “is it 07:00 or 08:00?” To elicit and check for understanding

T: “What is happening in picture number 3?”

Answer: It is 09:00, and the person is at a computer, working.”

Teacher continues through the images and attempts to get each student to answer at least one question

Images can be selected randomly instead of in a particular order to increase difficulty slightly, if necessary

Encourage students to

answer in present simple form, by highlighting the fact that the activities in the images take place in the present.

The purpose of the vocabulary list is to broaden students’ vocabulary.

Exactly:

Is it 4:15?Is it 4:30? So, it is exactly 4:30.---------------------------------

Hand out copies of worksheet: Daily Routine – Questions.

Using the images, teacher will use naming method to teach vocabulary, teacher will point to the pictures and name:

Vocabulary: Wake up Get up Get dressed Eat breakfast Go to work Have lunch Go home Eat dinner Go to bed

Wake up:

This is Tom-he wakes up.

Randomly ask students:What time do you wake up?

Get up:

No Yes-it is 4:30

Please repeat.

Students repeat

Students answer.

This activity will prompt students to answer in the present simple tense., allowing them to utilise relevant vocabulary and form basic sentences about their daily routines.

Note: Students will be corrected when making mistakes immediately to prevent any fossilized errors.

s

Tom is getting up.What time do you get up?

Get dressed:Tom is getting dressedWhat time do you get dressed?Eat breakfast:Tom is eating breakfast?What time do you eat breakfast?

Go to work:Tom is going to workWhat time do you go to work?

Have lunch:Tom is having lunchWhat time do you have lunch?

Go home:Tom is going homeWhat time do you go home?

Have dinner:Tom is having dinner.What time do you have dinner?

Go to bed:Tom is going to bedWhat time do you go to bed?

Pick a student randomly and ask them “What time do you wake up in the morning?”

Student should answer in the present simple tense.

Students repeat

Students answer.

Students repeat

Students answer.

Students repeat

Students answer.

Students repeat

Students answer.

Students repeat

Students answer.

Students repeat

Students answer.

Vocabulary has been presented, now teacher should actívate vocabulary by asking more questions and to increase STT.

Select another student at random and ask,“What do you do after you get up?”

Go through each question on the worksheet. Write each question on the board and the answer underneath it.

As students answer they will be using vocabulary associated with daily routines. Write down a list (see material – VOCABULARY LIST)

Add any new words to this list, if any come up during the lesson.

PRACTICE STAGE 10 – 15 minutes

To give students the opportunity to practice the new language they have just learned in the practice phase.

Teacher to divide students into pairs, with the exception of one group of 3

Teacher to place hands on the clock and ask groups to tell the time, in English. For example; it is 3 o’ clock. (see Image 1)

Teacher to move a hand so that the time is 5 minutes past the clock. Eg, 15:05. Ask students: “Is it just before 3 o’ clock, or just after 3 o’ clock?”

Teacher to repeat the above until each

Students will gather into pairs, with the exception of one group of 3 , as there are 15 students and it is an odd number.

Students will answer any questions directed at them.

PW 40/60 This activity will get the students’ to actively use vocabulary on the subject of time and daily routines.

Students might still make mistakes and will be corrected actively as mistakes are made.

pair/group has had a chance.

More practice:Students to create sentences in their groups using the following combinations:

Wake up/6:30amGet up/6:45amGet dressed/7:00amHave breakfast/7:10amGo to work/7:30amHave lunch/12:00pmGo home/17:00pmHave dinner/19:30pmGo o bed/22:00pm

Allow 10 to 15 minutes for this task, use any remaining time to answer questions

Performance/Production phase.

20 Minutes

Teacher hands out copies of attachment: My Schedule (see materials).

Writes heading on board: MY SCHEDULE

Explain to students they will now fill in their own daily Schedule for a typical week day.

Show students example by filling in the first few lines (as has already been done).

Then let students fill in their own Schedule and each student present to the class their daily schedule.

Allow 10 minutes to introduce activity and for students to ask any questions they have, before beginning the task assigned to them.

Allow another 5 to 10 minutes to allow students to complete the task on their own without assistance (uncontrolled)

Teacher will ask each student to explain their Schedule to the class, in order to check for understanding.

Students should do this

Initially, students will be listening to the teacher.

Thereafter, they will be filling in their own schedules, ie doing the work on their own, without the teacher’s aid.

Students will get their speaking time by presenting their schedules to the class using the vocabulary learned.

They will present their schedules in the present simple tense. Teacher will listen to each student and make notes of mistakes which will be addressed in next lesson

Students will therefore be showcasing how much they have learned during the lesson, by producing/performing examples of the target language, by presenting their own Schedule.

Plenary 20/80

At this stage of the lesson, the teacher has the least control and the students are encouraged to use the language that they have learned freely. This is more of a free speaking activity.

As this is now a free seaking activity, if any mistakes are made, teacher will make notes of any errors made and will correct upon completion of the activity.

Wrap up5 Minutes

Teacher will then go over what students have learned during lesson, and thereafter will hand out homework for next lesson

Homework will be to complete the Schedule and present to class at next lesson

This process will take approximately 5 minutes

Students to ask any questions.

This is where the teacher will evaluate the students’ understanding of the lesson by checking the work done during an uncontrolled activity, ie MY SCHEDULE.

Teacher will then hand out homework for the next lesson

MATERIALS

PICTURE – DAILY ROUTINES

Image 1: This image will be used to teach vocabulary such as almost, exactly, just before, just after.

DAILY ROUTINE – QUESTIONS

WHAT TIME DO YOU USUALLY GET UP?

WHAT DO YOU DO AFTER YOU GET UP?

WHAT DO YOU HAVE FOR BREAKFAST?

WHAT TIME DO YOU USUALLY LEAVE HOME?

WHAT TIME DOES WORK/COLLEGE START?

IS WORK/COLLEGE NEAR OR FAR?

HOW DO YOU GET TO WORK/COLLEGE?

WHAT TIME DO YOU FINISH WORKING?

WHAT DO YOU USUALLY DO IN THE EVENING?

WHAT TIME DO YOU GO TO SLEEP?

PLEASE SEE NEXT PAGE

VOCABULARY LIST

ALMOSTJUST BEFOREJUST AFTEREXACTLYWAKE UPGET UPGET DRESSEDEAT BREAKFASTGO TO WORKHAVE LUNCHGO HOMEEAT DINNERGO TO BEDSLEEPING/SLEEPWORKTRAVELLINGCOFFEELUNCHTIMEMORNINGAFTERNOON EVENING

MY SCHEDULE

TIME OF DAY ACTIVITY/TASKExample: 06:00 – 07:30 Example: -Wake up

- Get ready for work - eat breakfast

07:30:00 - leave for work

BIBLIOGRAPHY

DAILY ROUTINE – QUESTIONS: Own material submitted

VOCABULARY LIST: Own material submitted

PICTURE – DAILY ROUTINES: Thinkstock.com/Getty Images

MY SCHEDULE: Own material submitted

IMAGE 1 – Clock with detachable hands: http://busyteacher.org/classroom_activities-vocabulary/telling_the_time-worksheets/