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SPEAKING TEACHING LESSON PLAN

Proficiency Level: A1

Age Level: 9-9.5 (5th grade)

Sources: New Headway Beginner (Student’s Book)

Topic: My Day

Language Area: Present Simple

Time: 40 min.

Aims:

Cognitive:

1) Using numbers they already know to tell the time

2) Having the knowledge of the words related to daily routines correctly

3) Asking questions about daily routines

4) Deducing the differences in the I/we/you/they and he/she/it forms by using positive and

questions forms of present simple

5) Recognizing words that go together with common verbs for talking about daily routines

Socio-affective

6) Showing interest towards the English lesson

7) Working collaboratively with their classmates

Psycho-motor:

8) Pronouncing words correctly related with daily routines

Outcomes: By the end of the lesson sts will be able to

1.1) Make sentences to tell the time by using numbers

2.1) Match daily routines words with pictures

3.1) Ask and answer questions to each other related to daily routines

4.1) Use positive and question forms of present simple correctly (E.g. what does she do

…? / What do you do …? )

5.1) Use automatically together used words related to daily routines

6.1) Participate in the lesson voluntarily

7.1) Take part in activities willingly

8.1) Use correct pronunciation for the words related to daily routines


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Anticipated Difficulties & Solutions;

Form: Students may have problems in using positive and questions forms of present simple. If there is such a problem, I will give them examples to use correct form.

Meaning: Meaning of some daily’ routines words can be problematic to understand. If this problem occurs, I will say the word demonstrating at the same time.

Pronunciation: There may be problem about the pronunciation of some daily routine words. If a problem occurs related to this area, I will use repetition technique and I will be a good model for students.

Other: I will get printouts of my materials so if the electricity goes out or any technical problems occur I’ll use them.

Materials: Board, board marker, Worksheets, flashcards, Headway Student’s book

Instructional Strategies: Verbal and visual techniques, Q & A, individual and pair-work

Evaluation & Assessment: observation during the activities, feedback and summary.

Time Type of Interaction Procedure Sts’ action

Aim & Outcome MI

3,5’ T- Ss

Warm Up- Greet the students and say: “Hello, class. How are you today?”- Elicit answers - Have a short talk with students to establish rapport. “Do you want to play a game before we begin our main topic?” - Elicit answers.- Introduce the game: “The name of our game is ‘In the Jungle’ ”- Write it on the board.- Give instruction: “You are running through the jungle and run into a variety of animals that you need to get away from. I will give you commands and you will carry out appropriate action. When you reach up to the jungle, you will call ‘arrhhhhh, arh, arh’ ”-Ask “Is everything clear? Who wants to tell us what to do?”-Elicit answers- Start the activity giving commands: “-jump over logs,-duck under branches,-high knees through quicksand,-run from the tiger,-tip toe past the snake,-talk to the monkeys (ooh, ooh, ahh, ahh)-swing through the jungle like Tarzan” - Finish the activity-Get feedback asking “Did you like the activity?”-Elicit answers

Sts listen and apply

6.1, 7.1 Kinesthetic


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5’

T- SsSs- T

Lead in-Say “Ok, then. Let’s move on to the lesson. -Show flashcard related to daily routines “Everybody, look at his picture. What do you see? What is she doing?”-Elicit answers.-Say “Yes, you’re right. She is getting up.”-Ask the other flashcards one by one in the same way.-Distribute worksheets.-Ask “Has everybody got this paper?” -Say “Look at the papers and listen to me carefully.”-Give instructions “As you see there are pictures and also sentences. According to the pictures you will match sentences with the pictures.”-Ask “Is everything clear? Who will tell us what to do?”-Elicit answers.-Say “Well done. You have 30 seconds. Let’s start ”-Start the activity.-Finish the activity.-Have sts do pair-check-Elicit the answers.-Draw sts’ attention to the topic.

Sts listen and speak

2.1 VisualKinesthetic

30 sec. T- Ss

Introduction of the topic-Say “Ok, everybody. Today we will speak about Time Tables ”-Make sts repeat the topic-Write the topic on the board

6’ T-Ss Ss-Ss

Pre-stage-Distribute information gap worksheets and introduce the character-Ask “What is her name?, How old is she?, etc.”-Put the answers on the board-Organize students “You will work with your pairs. You are A, You are B, …”-Give instruction “Student A has information that Student B does not have. Student A will start to read. When s/he comes to the gap, s/he wait and Student B continue. Then, do the opposite.”-Check understanding “Ok. Is everthing clear?”-Demo the instruction. -Check the time “You have 3 mins.”-Start the activity. -Finish the activity “Ok. Time is up. I want to you to read aloud. Who will Student A and Who will student B?”


3.1, 5.1, 8.1

VerbalInterpersonal


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-Choose students-Make them read aloud.-Give feedbackAsk “Did you like the activity?”

10’T-SsSs-Ss

Practice-Say “Now, we will do another activity.”-Distribute worksheets-Give instructions “You will walk around and ask questions according to the pictures. You have to ask at least 2 friends. Then you will fill the chart according to your friends’ answers.”-Check understanding “What will we do? Who wants to tell us?”-Elicit the answers-Demo the instructions-Set the time “You have 3 mins.”-Start the activity-Monitor sts-Finish the activity-Have some students read aloud their sentences-Give feedback

Students speak

3.1, 4.1, 7,1

InterpersoalKinestheticVerbal

7’T- SsSs- T

Post-stage-Have sts evaluate the lesson so far-Ask “How was the lesson? Did you enjoy it?”-Elicit answers-Ask “What about you? Let’s learn about your daily routines”-Organize sts “You will work individually”-Give the instruction. “Make sentences about your daily routine using time expressions.”-Demo the instructions-Check the instruction-Set the time “You have 5 mins.”-Start the activity-Monitor the students-Finish the activity -Have sts read their examples on the board-Give feedback

Students listen and speak

1.1

VerbalKinestheticIntrapersonal

7,5’T- SsSs-T

Follow up-Organize the sts “Work individually”-Give the instructions “Open your Headway Student’s Book page 46. Look at the first exercise. You will match words in A with the words in B. Then, look at here. In right side, You will put a tick to appropriate frequency adverbs according to you ”

Sts listen and speak 5.1, 7.1

VerbalKinestheticIntrapersonal


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-Check understanding-Set the time “You have 5 mins.”-Start the activity-Monitor the sts-Finish the activity-Have sts read their answers

30 secs.T-SsSs-T

Wrap up-Ask “What did you learn today? What is in your pocket?”-Elicit answer.-Give homework “You will write 5 sentences about your father and mother’s daily routines using time.” -Check the understanding “What is your homework?”-Elicit answers and put on to the board-Say “Good bye.”


6.1

VerbalVisualInterpersonal

Boardwork Sketch

Lead in (Flashcards)

Summary FalshcardsGo together Words


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REFERENCE

Daily routines flashcards(n.d.) Retrieved 4 March, 2014 from

http://en.islcollective.com/resources/printables/worksheets_doc_docx/daily_routines_action_at_home/actions-elementary-a1/32703

Lead in (Worksheet)

First one is already done. Do the others.

1.

2.

3.

4.

a) He does his homework.

d) He has shower.

c) He gets up.

b) He gets dressed.




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5.

REFERENCE

Daily Routines (n.d.). Adapted from

http://busyteacher.org/4866-daily-routines-powerpoint-game.html

Susan’s daily routine

Susan is years old and she attends a very big school near London. Her favorite subjects are Science and Physical Education. She is very good at sports. She .................... volleyball at her school. Susan has a busy* life. She always gets up at a ..................... She .................... a shower, gets dressed and at eight o’clock she .................... to school by car with her mother. Her classes start at half past

eight. Her mother is a teacher at Susan’s school.

On ...................., Susan has lunch at school with her friends. On Tuesdays and Thursdays she practices volleyball at the school’s gym. .................... is Susan’s favourite day of the week because she has dance classes and sometimes she .................... dinner with her father. Susan’s parents are divorced. She lives with her mother and at the weekends she always goes to her father’s house.

On Saturdays Susan .................... for a walk* with her dog Nikita. After having lunch with her father, Susan .................... to the cinema with some friends. At 4:40 pm Susan .................... home and listens to music in her bedroom. She loves music. At 9:45 she .................... to bed. She never goes to bed late.

....................................................................................................................................................................

Susan’s daily routine

Susan is thirteen years old and she attends a very big school near London. Her favorite subjects are Science and Physical Education. She is very good at sports. She plays volleyball at her school. Susan has a busy* life. She always ....................up at a half past seven. She has a shower, .................... dressed and at .................... she goes to school by car with her mother. Her classes start at ..................... Her mother is a teacher at Susan’s school.

On Mondays, Susan has lunch at school with her friends. On ................... and .................... she practices volleyball at

e) He brushes his teeth.

Information Gap Activity

A’s Information:

B’s Information:

http://busyteacher.org/4866-daily-routines-powerpoint-game.html


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the school’s gym. Wednesday is Susan’s favourite day of the week because she has dance classes and sometimes she has dinner with her father. Susan’s parents are divorced. She lives with her mother and at the .................... she always goes to her father’s house.

On .................... Susan goes for a walk* with her dog Nikita. After .................... lunch with her father, Susan goes to the cinema with some friends. At .................... pm Susan goes home and .................... to music in her bedroom. She loves music. At .................... she goes to bed. She never .................... to bed late.

REFERENCE

Susan’s Daily Routine (n.d.). Adapted from http://busyteacher.org/10175-susans-daily-routine.html

Practice (worksheet)

Daily Routines and Times

Walk around and fill the chart asking questions to your friends. You have to ask at least 2 friends.

http://busyteacher.org/10175-susans-daily-routine.html


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REFERENCE

Daily habits and times (n.d.). Adapted from

http://busyteacher.org/3921-daily-routines-and-times.html

Get upStudent 1:Student 2:

Have breakfastStudent 1:Student 2:

Go to schoolStudent 1:Student 2:

Do homeworkStudent 1:Student 2:

Go to bedStudent 1:Student 2:

http://busyteacher.org/3921-daily-routines-and-times.html


11Follow up

REFERENCE

New Headway Beginner Student’s Book (n.d.) Retrieved 5 March, 2014 from

http://fdslive.oup.com/www.oup.com/pdf/elt/catalogue/0-19-437631-1-e.pdf?cc=global&selLanguage=en&mode=hub



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