LESSON PLAN

Teacher Trainees: Melanie J. Aguirre, Ftima Snchez.

Date: 27/06/2016
School: Congreso de Tucumn.
Course / Level: 2 1
Number of students: 35
Number of Class: 1
Class Period: Second period.
Seat Arrangement: In pairs.
Class management: whole class, individual work.

Language Content
Grammar:
Uses of Present Simple.
Affirmative and negative forms of verbs in Present Simple.
Lexis:
Activities related to daily routines such as go to school,
listen to music.
Function:
Talking about different daily activities.

Attitudinal content:
Be aware of healthy habits.
Objectives:
That the students should be able to:
Read and write about peoples routine and typical activities.
Ask and answer questions about peoples routine.
Identify and use vocabulary related to daily activities.
Description of lesson
Warm up:
Teacher starts by sticking cards and pictures on board about some
typical peoples activities. Students should come to the board and
match. (12 m)
Reading:
Read and complete the table below:
I love Sundays
By Amy Holmes
Sunday is my favorite day. I get up late and have a big breakfast.
Then I do my homework for school and I also have lunch.
In the afternoon I play basketball with my friends and sometimes
we go to the shopping center. After that, I go home and play
computer games with my friend Laura. Then I surf the Net and
chat with my friends online.
I dont go out on Sunday evenings. So, I go to bed at 10 pm.
Complete the chart with information from the text about Amys
routine:

In the morning

Get up late
--------------------------------------------------------

In the afternoon

----------------------------------------------------------------------------------------------------------------

In the evening

------------------------------------------------------------------------------------------------------------------

Teacher reads first (3 m)

T explains task (3 min)
Sts re-read silently to complete the activity (8 m)
Speaking:
T draws the table on board with sts help. (5 min)
T asks oral questions to elicit positive or negative answers to complete
the table gradually, as they participate. (10 min)
Does Amy have a big breakfast?
Does Amy read a book before bed?
As T asks questions and they answer, T writes the answers on board.
Writing:
Students copy the answers from board (5 m)
Grammar:

 Teacher elicits from students how present simple is used in the

affirmative. Then teacher tries to elicit how negative sentences
are formed. Teacher explains on board. (12 m)

Negative

Affirmative
I

Get up at 7 am.

Do not get up at 7 am.

You

Get up at 7 am.

Do not get up at 7 am.

Gets up at 7 am.

Does not get up at 7 am.

Gets up at 7 am.

Does not get up at 7 am.

Gets up at 7 am.

Does not get up at 7 am.

Get up at 7 am.

Do not get up at 7 am.

Get up at 7 am.

Do not get up at 7 am.

He
She
It
We
They

Writing:
Sts copy chart from board.(5 min)
Grammar:
T gives some sentences for sts to complete in written,
individually. (8 min)
T checks answers orally. (7 m)
1. Mary
(go) to school.
2. James and Ann
(read) books.
3. We
(not/play) football.

4. I
5. Paul

(eat) breakfast every morning.

(not/do) his homework in the afternoon.