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Lesson Plan My daily program

This lesson plan focuses on teaching beginner students about their daily activities using the English language. The objectives include using vocabulary related to daily activities and practicing the Present Tense Simple and Continuous through various activities such as pair work, reading, and writing. The lesson incorporates visual aids and emphasizes communication skills through interactive exercises.

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Anna Krisztina Zilinszki
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4 views

Lesson Plan My daily program

This lesson plan focuses on teaching beginner students about their daily activities using the English language. The objectives include using vocabulary related to daily activities and practicing the Present Tense Simple and Continuous through various activities such as pair work, reading, and writing. The lesson incorporates visual aids and emphasizes communication skills through interactive exercises.

Uploaded by

Anna Krisztina Zilinszki
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Lesson Plan

Date: 30.01.2017

School: Palatul Copiilor Tîrgu-Mureş – Structura Tîrnaveni

Level: Beginner

Lesson: My Daily Program

Teacher: Zilinszki Anna-Krisztina

Aim: - the students will use the English language to communicate orally and in writing about
their daily activities

Objectives:

- students will be able to use words describing daily activities in sentences of their own

- students will be able to use the Present Tense Simple and Continuous to describe and inquire
about daily activities

Skills: reading, speaking, writing

Audio-visuals: pictures, blackboard and chalk, students’ notebooks

Assumptions:

- The students know how to tell time in English

- The students know how to use the Present Tense Simple and Continuous in affirmative and
interrogative sentences

Introduction:

The teacher tells the students that they will speak about daily activities

Activity 1: presentation – whole class


Aim: Introduction of vocabulary
Technique: Question-Answer
Resources: Pictures, Blackboard
Timing: 10 minutes
The teacher shows a picture – the first in a series – and asks a student to tell the time by the clock
in the picture. The student answers. The teacher points to the boy in the picture and says:
Yes, it is 7 o’clock. Richard is getting up.
The teacher writes the sentence on the blackboard and addresses another student:
What is Richard doing?
The student answers. They all write the sentence in their notebooks.
The activity continues in the same way for all the pictures.

Activity 2: practice – pair work


Aim: Practice of new vocabulary and of Present Continuous
Technique: Question-Answer
Resources: Pictures
Timing: 5 minutes
The teacher moves around, gives a picture to a student, and invites him/her to ask his/her desk
mate what the boy in the picture is doing. The activity goes on until all the students have asked
or answered a question.

Activity 3: listening/reading – whole class; individual work


Aims: - developing listening/reading skills
- correct pronunciation

Techniques: - listening
- reading aloud
Timing: 10 minutes

Resources: text

The teacher takes up the first picture once again:


Ok. In this picture we can see that it is 8 o’clock and Richard is getting up. Let us see what he
does every day. Let’s read a text about Richard’s daily program.
Model reading; the students listen
Students’ reading with a focus on correct pronunciation.

Activity 4: practice – pair work


Aims: - practice of new vocabulary and of the Present Simple

- developing speaking and communicative skills


Technique: - question-answer

Timing: 10 minutes

Resources: pictures

The teacher gives pictures to the students and invites them to ask their desk mates questions
concerning Richard’s daily activities.

What does Richard do at 8 o’clock?...

Activity 5: personalization and practice – whole class; pair work


Aims: - personalization and practice

- developing communicative skills

Technique: question-answer

Timing: 5 minutes

Resources: pictures

The teacher asks the students about their daily programs. To help them she may show some of
the pictures.

What do you do? What do you do at 8 o’clock?...

The students provide the answers. Then she invites the students to work in pairs and ask each
other questions about their daily programs

Activity 6: speaking – individual work


Aim: developing speaking skills

Technique: fluent speaking

Timing: 5 minutes

Resources: pictures

The teacher asks several students to speak fluently and to describe their daily programs. She may
still help them by showing pictures.

Activity 7: writing – individual work; preparation for homework assignment


Aims: - developing writing skills

- preparation for homework assignment

Techniques: Dictation; Writing

Timing: 5 minutes

Resources: text

The students write down to dictation some sentences about Richard’s daily program.
The teacher gives instructions for the next class assignment:
Instruction: Write a paragraph about what you do every morning/every afternoon.

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