Lesson Plan

CLASS: Beginner English LOCATION: Independence Library

TOPIC: Daily Routine and Time DATE: 11/13/2023 Teacher: Yahui

Lesson Objectives:
SWBAT
 Identify and say the phrases about daily routine when seeing the corresponding pictures;
 Choose the correct prepositions of time in, on, and at when saying the days of the week, parts of the day, and specific times;
 Ask and answer “when” question and “what” question related to daily routine.

Structures (example sentences):

1. What do you do in the evening?
I read.
2. When do you go to work?
I go to work at 8 o’clock.
Phrases:
 In the morning/ afternoon/ evening, at night, on Monday/ Tuesday/ Wednesday/ Thursday/ Friday/ Saturday/ Sunday, at ... o’clock;
 Wake up, get up, exercise, go for a walk, make breakfast, eat breakfast, take a shower, brush my teeth, put on makeup, get dressed, take a break,
take a nap, make lunch, eat lunch, have class, work, go grocery shopping, go home, make dinner, eat dinner, do the dishes, do laundry, watch TV,
watch YouTube videos, read a book, listen to music, go to bed, go to sleep.
Activity Fo Activity Stages Key Language forms/ functio Resources/Materials Time
cus ns

Strand
(Nation, 20
07)

N/A Warm-up N/A 3:00 - 3:05

 T greets the class.
 T asks the guiding question to Ss.
 T waits for Ss' responses.
 T provide own answer.
 T elicits the phrase category will learn today.

Meaning- Phrases Wake up, get up, exercise, go Slides, handout, flash 3:05 - 3:30
focused Pre-stage for a walk, make breakfast, eat cards, slips of paper
Input ● T shows pictures of daily activities. breakfast, take a shower, brush
& ● T elicits what the picture is. my teeth, put on makeup, get
Meaning- ● T says the names of the objects and gets Ss to repeat. dressed, take a break, take a
focused During nap, make lunch, eat lunch,
Output ● T introduces the activity 1 "You Act I Guess". have class, work, go grocery
● T gives flash cards to Ss. shopping, go home, make
● Ss pair up to do the activity. dinner, eat dinner, do the
● One person acts, another guesses. dishes, do laundry, watch TV,
● Ss take turns. watch YouTube videos, read a
● T introduces the activity 2 "Teacher’s Morning Routine". book, listen to music, go to
 ● Ss watch morning routine actions and discuss with partners to arrange bed, go to sleep.
sentences in the correct order.
● T asks groups to share.
Post-stage
● T elicits to the concept of time that can be added to the daily routine
sentences.

Meaning-fo Time On Slides, handout 3:30 - 3:45

cused Input Pre-stage Monday/Tuesday/Wednesday/
& ● T introduces the days of a week, the parts of a day, and specific times Thursday/Friday/Saturday/Sun
Meaning- with the choices of prepositions in, on, at. day;
focused During In the
Output ● T introduces the practice. morning/afternoon/evening, at
● Ss do the practice one by one to say the specific times. night;
Post-stage At 10 o’clock.
● T elicits to the sentences about asking and answering for daily
routine.

Language- Sentences 1.What do you do in the Slides, handout 3:45 - 4:10

focused Pre-stage evening?
Learning  T introduces the "what" sentence structure and elicits to different. I read.
&  T introduces the "when" sentence structure and elicits to different. . 2.When do you go to work?
Meaning- During I go to work at 8 o’clock.
focused ● T introduces the practice.
Output ● Ss do the practice one by one to complete the sentences.
Post-stage
 ● T summarizes the rules of two sentence structures.

Fluency Activity Slides, Worksheet 4:10 - 4:25

developmen Pre-stage
t  T introduces the form and how to fill it.
During
● T pairs Ss up to complete the form.
● Ss take turns.
Post-stage
● T welcomes Ss to share their forms.

N/A Wrap up Exit ticket, slides 4:25 - 4:30

N/A
● T asks Ss to do exit ticket.
● T gives the answers of exit ticket.
● T tells Ss goodbye.
● T invites Ss who have questions to stay in the room for solutions.