Розробка уроку "Daily Routine"

DAILY ROUTINE

AIMS: - to revise telling the time

      - to teach the vocabulary of daily routines

      - to practise the present simple, 1^st and 3^rd person singular

      - to review question forms with “when?”, “what time?”

To promote: communication culture, tolerant attitude towards the interlocutor ; respectful attitude to their family members.

Objectives: -Students will create a grid to illustrate similarities and differences  between their friend’s daily routines and their own routine.

-Developing reading and listening skills

-Practice learned verbs in context.  Students will learn what a daily routine is, and practice using time and activities to talk, write and read about daily routines. 

Outcomes of the lesson:

• The students can write the sentences about daily life.
• The students can read a short passage and answer the questions.
• The students can talk about their and their friends’ daily routines.

MATERIALS: simple flashcards presenting the routines (have a shower, have breakfast, go to school, go home, do my homework, watch TV, go to bed...), word cards for these activities, flash cards with the time in digital format, videos, charts, magnets.

PROCEDURE

1. Greeting.
2. Announcing of the topic and objectives of the lesson ( Alarm clock).
3. Warm up. ( - song “Hello!”, - revise telling the time and days of the week.)

T: - What time is it? ____ P1-P2-P3.....

  TWISTER: “Tick” - the clock says - “tick, tick, tick!”

             What you have to do, do quick!

T: -What day is it today?.....SUNDAY, MONDAY, TUESDAY...

4. Talking about daily routines. (using flashcards-ward cards-time fiash cards).

1. T: I get up at 6 o’clock. What time do you get up?

   P: I get up at 7 o’clock.

b) T: What time do you have a shower? .....etc.

Elicit answers from different students in the class. Children come to the board to choose the appropriate flash card and stick it next to the time card.

5. Matching word cards and flashcards.

Pupils are given the flashcards, read them and place next to the appropriate word card.

6. Making up sentences. Group work.

Students are divided into three groups:

MORNING          AFTERNOON            EVENING

-wake up              -have lunch                  -watch TV

-get up                -have lessons                 -do homework

- have a shower         -go to dancing school          -play computer games

-clean my teeth         -go to the park                -have dinner

-wash my face          -go swimming                -read a book

-comb my hair          -play basketball               -listen to music

-have breakfast         -ride my bike                  -clean my teeth

-go to school                                        -go to bed

7. Relaxing activity.
8. Talking about other people’s daily routines.

(Dialogues; making a grid).   P1 →P2

  e.g.: P1: - When do you get up?

     P2: - I get up at 7 o’clock.   P1: - Pavlo getS up at 7 o’clock.

Teacher can write the sentence on th board, adding the final “s” of the third person singular in a different colour.

This sentence-building activity can be repeated with other routines such as “have a shower” and “watch TV”. The children can take over filling in the grid on the board from the infirmation given by class members.

9. Listening. (Listen and match).

PB p.85 “Polly Pink”.

10. Reading and writing.

1. present new words (definitions/pictures)
2. fill in the words
3. check the answers
4. compare your working day with Tom’s day

11. Writing and speaking

(Pupils are given cards with times on them , make up sentences and write them down. Then pupils read their sentences one by one making up the whole daily routine.)

12. Home projects. (Pupils describe their working day using drawings prepared at home).
13. Evaluating. Conclusion. Reflexive activity.