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| 3/12/2010 |  | |||||
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Routines
This unit should take 1-2 hours, depending on time, interest, and extension activities. It is designed for beginner level students of all ages. Objectives Students will: Materials to Print Activities Activity I: Routines (2 minutes) Write the following words and phrases on the board: eat, get up, travel by plane, go to bed, speak. If necessary, pantomime the actions to convey the meanings. Ask students to say which word does not belong to the group. They are all things we do every day except for "travel by plane." Explain that something you do every day is called a routine, and say that today's lesson is about routines. Ask students to say other things that they do every day. Activity II: Vocabulary (5 minutes) Hand out Printout I and go through the words on the list. Explain the new words to students. Again, you can pantomime the actions or show pictures to convey the meanings. Depending on your students' English language proficiency, you may want to ask them whether they do these actions in the morning, afternoon or evening; or whether they do them every day, twice a week, sometimes, and so on. Activity III: Grammar: The Simple Present (20 minutes) Write on the board "What do you do in the morning?" Hand out Printout II to students. Review the vocabulary. Have students check yes or no. Then have them tell the class "In the morning I ..." using the first person of the verb. Write on the board: "I feed the cat. He feeds the cat." Try to elicit from students the difference between the two sentences. Explain how the third person is formed: add an -(e)s to the verb infinitive (he feeds, she washes). Make a chart on the board explaining the simple present. Now elicit third person for all verbs in the list and write them on the board, marking stress when necessary. (Make sure to point out verbs that take -es in "washes"). Do a quick repetition exercise to make sure students have pronunciation. In pairs have students trade papers, and tell the class what's true about their partners: "Sally takes a shower in the morning. She eats breakfast..." Put a chart on the board showing all subject and verb agreements. They should feel free to use the prompts on the board. Activity IV: Grammar: The Negative (20 minutes) Write on the board: "The teacher lives in Australia." (If you actually do live in Australia, pick something else). This should elicit some sort of reaction from the students, even if they can't produce the grammatically correct answer. Correct the sentence writing "The teacher doesn't live in Australia." Put a sentence with "I" on the board and repeat. Make another chart outlining the negative. Give other examples of sentences using the negative. Hand out Printout III. Students should mark sentences T or F. They should put F sentences into negative and write a new, true sentence. See example on printout. Activity V: Reading: A Family Routine (20 minutes) Pre-teach words you think may be tricky (take care of, iron, gym, pick up, content with). Hand out Printout IV, and have students read and answer the true false questions. When doing feedback, try to elicit correct answers from students. For example, "Levi doesn't go shopping in the afternoon. He goes shopping in the morning." Activity VI: Writing (15 minutes) Write the words "A Very Bad Day" on the board. Together, write a short essay about a person who has a very bad day. Think of a name for the person (for instance, Dan) and start the essay with "Dan wakes up late." Have students suggest other things that can go wrong. Help them with vocabulary. Make sure they use the correct form of the verb. Suggest things like "the alarm clock doesn't work, he gets cold water in the shower, he spills his cup of coffee, he cannot find his keys, he misses the bus," and so on. |