Daily routine

Daily routine

Teacher in training: Marlise Poveda Rincon

Objective: Students will be able to describe their daily routines using the present simple tense and vocabulary related to daily activities.

Communicative skills to work: Speaking and listening.

Warm-Up stage

METHODOLOGY.

Begin the lesson by asking students about their morning routines. Have them share their daily activities with a partner or in small groups. Play a short video or song related to daily routines to engage students and activate their prior knowledge.

Presentation stage

Se Introduce new vocabulary related to daily activities using flashcards or visuals. Model and practice pronunciation of the vocabulary with the whole class. Provide a simple sentence structure for describing daily routines, such as "I usually in the morning ,evening." Use real-life examples and ask students to provide their own examples using the new vocabulary.

Practice.

Divide students into pairs or small groups. Provide a worksheet with sentences describing daily routines, but with missing verbs. Students must complete the sentences with the correct verb from a given list. Encourage students to ask and answer questions about their partners' daily routines using the target language.

Production.

METHODOLOGY.

Have students create a daily routine timeline or schedule for themselves using the vocabulary and sentence structure learned. Students can use paper, markers, and other materials to make their visual representations. After completing their timelines, students should present their schedules to the class, describing their daily routines using the target language.

Assessment

METHODOLOG

Conduct a quick oral assessment by randomly asking students questions about their daily routines. Evaluate their use of vocabulary, sentence structure, and pronunciation. Provide feedback and reinforcement for improvement.

+1640

LOREM IPSUM

Thank