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Daily routines and Present Simple:

By: Ma. Teresa C.A. Fernandes

Lesson plan

Students: A class with 24 students, age 11. Elementary

Aim: Talking about daily routines.


Lexical items: breakfast, shower, go home, eat lunch

Grammar: Adverbs of frequency(always, usually, often, sometimes) and present simple.

Material: Power point presentation. Objectives: Students should be able to talk about their daily routine, learn and practice the adverbs of frequency, read a text and write about routines.

Activities:

Warm up (5min) Teacher starts the class by asking students how they are and writes the following words on the board: eat, get up, go to bed, watch tv, travel by plane, be a doctor. T asks students which words dont belong to the group. T explains that something we do every day it is called daily routine and that todays lesson is about daily routine. Step one: Rules of the Present Simple (20m)

Step two: (5m) Step four: (5m) Activity five: Exercises (20m) T explain the exercises and corrects them. T also revises the rules of the present simple and the third person.

Activity six: Writen exercise. (15m) Post reading

T ask the students to write short sentences about their daily routine.
Activity seven: mime (20m) In groups, each group tries to mimic an action and the others will try to guess what it is.

The Usages of the Present Simple


USE 1: Repeated Actions USE 2: Facts or Generalizations

Use 1

USE 1: Repeated Actions

Use the Present Simple to express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be something a person often forgets or usually does not do.

Examples
Subject + (Verb) + (s, es) + Object

- I play tennis.
- Shedoes not play tennis.

- The train leave every morning at 8 am. s - The traindoes not leave at 9am.

USE 2: Facts or Generalizations


The Present Simple can also indicate the speaker believes that a fact was true before, is true now, and will be true in the future. It is not important if the speaker is correct about the fact. It is also used to make generalizations about people or things.

Examples
Subject + (Verb) + (s, es) + Object
- Cats like milk.
.

- Birds do not like milk.

- Windowsare made of glass.


- Windows are not made of wood.

Grammatical View
Present Simple, third person singular
Note:

he, she, it
A: in the third person singular the verb, always ends in :

he wants

she need s

B. Ad es to verbs ending in: d

x
he fixes

sh
it pushes

ss
es he pass

ch
she catches

o
He goes

C:

Verbs ending in

;the third person changes the

y to ies

fly
Exception:

flies

cry
y:
pray

cries

If there is a vowel before the

play

play s

pray s

Negative and question forms use DOES (=the third person of the auxiliary'DO') + the infinitive of the verb. He wants. Does he want? He does not want.

Examples:
.1.Third person singular with s or es a. He goes to school every morning. b. She understands English. c. It mixes the sand and the water. d. He tries very hard. e. She enjoys playing the piano.

morning
Get up Take a shower Have breakfast Go to work/school

afternoon Go home Eat lunch Do homework Watch TV Practice a sport.

Daily activities

evening
Eat dinner Read Sleep

He gets up at 6 oclock

He has breakfast He takes a shower

He goes to work

He works

He has dinner

He sleeps at 10 oclock

Complete Tims Start listen go come routine finish not get not get up

read

On Saturday morning, Tim gets up at 8:30. At 9:15 he drives to the coast and then he runs on the beach for one hour. At 11 oclock he _________the news paper and _________to the radio. In the afternoon two students __________ to Tims flat and he teaches them to play the guitar. The lessons ___________at 3:30 and they _________ at 4:30. On Saturday night Tim sings in a pop group at a local club. He and his friends ___________a lot of money for this job, but they really enjoy doing it. Tim _____to bed at about 1:30, so he___________ early on Sunday.

Answers
a b c d

Tims routine answer


On Saturday morning, Tim gets up at 8:30. At 9:15 he drives to the coast and then he runs on the beach for one hour. At 11 oclock he reads the news paper and listens to the radio. In the afternoon two students come to Tims flat and he teaches them to play the guitar. The lessons start at 3:30 and they finish at 4:30. On Saturday night Tim sings in a pop group at a local club. He and his friends dont get a lot of money for this job, but they really enjoy doing it. Tim goes to bed at about 1:30, so he doesnt get up early on Sunday.

Make notes about your weekday activities.


Activities
Morning

Afternoon

Evening

Game : Guess what


In groups or pairs. Each group choose a flashcard to mimic and the other group has to guess what it is.

Why chosen aim: I choose this aim to complete the sequence of teaching the simple present. It is important to choose references the students already know, in order to introduce a new subject. It is also important to know the adverbs for future grammar items such as the present simple and the present continuous and the past, all together, mixed. Why chosen materials: I chose this materials because it is a class of lower intermediate students and therefore they are younger enough to like those things and Harry Potter is always a good choise. The other material such as the exercises I choose are more demanding but the text it is easy so, de exercises can be a little more difficult. The game is the last activity because I think it is always nice to finish a course with some playful materials. The students learn much more while they are playing. Potencial problems: Sometimes, depending on the classes, this class can be too much for 90m, we problably have to skip one activity. Sometimes we have to repeat again the rules of the simple present and then it is hard to teach this kind of lesson without the students knowing the rules.

THANK YOU