Daily Routines Multilevel Lesson Plan

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1 Daily Routines Multilevel Lesson Plan by Paula Burger, Reston Bible Church Lesson Basics Class level: Beginner (Multilevel Low and High) Topic: Daily Routines Length: 1 ½ hours Objective(s): Learners will be able to: Identify vocabulary and concepts related to time and daily activities. Understand the differences between different times of the day (i.e., morning, afternoon, evening) and articulate what activities may be appropriate for those times. Be able to answer Yes/No questions related to whether they perform certain activities during the day. (Low Beginners) Be able to answer questions about the time they perform daily activities in complete sentences. (High Beginners) Complete a calendar of the days of the week and times (morning, afternoon, evening) with appropriate daily activities that they perform each day. (Low Beginners) Articulate in complete sentences a synopsis of the daily activities that they perform, indicating the time of day (morning, afternoon, evening, or exact time) and day of the week the activity is performed. (High Beginners) Language skill focus: X Listening X Speaking Reading Writing Benchmarks from Virginia s Adult ESOL Content Standards: Low Beginning: S2.4 Produce some information using learned vocabulary, phrases, and simple sentences; minimal elaboration provided.

2 High Beginning: S3.3 Control some basic grammar and limited vocabulary, but occasional pronunciation difficulties necessitate frequent repetitions. Low Beginning: L2.2(c) Respond to an open-ended question in familiar contexts. High Beginning: L3.1(b) Respond to simple conversation in familiar contexts with familiar vocabulary. Materials/Equipment: Oxford Picture Dictionary (second edition) Classic Classroom Activities (extension material from Oxford Picture Dictionary) Excerpts from A Conversation Book 1: English for Everyday Life by Tina Kasloff Carver and Sandra Douglas Fotinos Other appropriate worksheets to demonstrate understanding of the materials Stages of the Lesson Plan Warm Up / Review Grouping Strategies: Whole Group Materials Needed: Pictures of people performing various daily activities 1. Write categories (with pictures) on board morning, afternoon, evening and elicit questions about time of day (e.g., 7 a.m., 3 p.m., 9 p.m.). 2. Show pictures of people performing various activities and demonstrate sentences such as, It s morning. In the morning, I wake up. I wake up at 7 a.m. 3. Share objective to the class of (a) learning to ask questions about daily routines and (b) answering with appropriate dialogue about daily activities.

3 Introduction / Presentation Grouping Strategies: Whole Group Materials Needed: Oxford Picture Dictionary Guided Practice Grouping Strategies: Whole Group; Like-ability Pairs Materials Needed: OPD Classic Classroom Activities worksheet Daily Routines Communicative Practice Grouping Strategies: Cross-ability Pairs Materials Needed: OPD Classic Classroom Activities Picture Differences A and B 1. Introduce the vocabulary for daily routines, having each student repeat each word as a group as the word is introduced. Demonstrate the use of each vocabulary word in a sentence. 2. Using the pictures in the OPD, ask Yes/No questions to the entire class about the pictures, such as, Does the father take the children to school at 7:30 a.m.? (yes) 1. Working with the entire class, ask questions to elicit vocabulary, such as, What does the family do at 6:30 p.m.? (They eat dinner.) The students practice by answering as a group and then individually. 2. Pair students in like-ability groups, giving them the Charades Cards. Student A points to a picture and asks a question such as, What is she doing? Student B (while covering up the word list) answers, She is waking up. Then, Student A and Student B switch roles. 1. Pair students in cross-ability pairs (low and high beginners). 2. Each pair will find the differences in the other s pictures and write the differences in the charts. Example: A: The son is watching T.V. at 3:30 p.m. B: The son is doing his homework at 3:30 p.m. The high beginner will aid the low beginner in completing the task.

4 Application Grouping Strategies: Individual, Whole Group Materials Needed: A Conversation Book 1 worksheet titled Days of the Week ; worksheet titled What time do you? Evaluation Grouping Strategies: Whole Group, Like-ability Groups (2 groups) Materials Needed: Oxford Picture Dictionary, A Conversation Book 1 1. Each student individually fills out the Days of the Week worksheet. The worksheet lists the days of the week horizontally and the words morning, afternoon, and evening vertically. Depending on their skill level, students either write phases such as eat breakfast (low beginner) or sentences such as I eat breakfast at 7 a.m. (high beginner). They then volunteer to report their results to the entire class. 2. The students complete the chart titled, What time do you? The students walk around to other members of the class and ask questions such as What time do you wake up in the morning? or What time do you go to work? and record the answers on the worksheet. 1. Ask the entire class to hold up either red or green index cards to self-assess whether or not they require additional practice. The red cards will indicate more practice not necessary, whereas the green cards will indicate more practice necessary. 2. The green card group will work with the instructor to review previous concepts learned, such as asking questions and answering with appropriate times concerning daily routines, again looking at the charade cards or other appropriate worksheets.

5 3. The red card group will be given a new worksheet with pictures of a man doing various activities with a clock. The students will each individually or together helping each other formulate sentences to describe what the man is doing and at what time. Example: The man makes his bed at 7:30 a.m. Extension Grouping Strategies: Individual, Whole Group Materials Needed: A blank calendar 1. Each student is given a blank calendar of the particular month of the lesson and is told to write their daily activities for each day. They are to report to the entire class the next class period one or two activities they participated in during the week and the times they did them. They could also do this reporting in pairs in a line formation. The perspective and opinions expressed in this work are those of the author and do not necessarily represent the stance of the Virginia Adult Learning Resource Center. The Virginia Adult Educator Certification Program and the are paid for under the Adult Education and Family Literacy Act of 1998; however, the opinions expressed herein do not necessarily represent the position or policy of the U.S. Department of Education, and no official endorsement by the U.S. Department of Education should be inferred. Published March 2011

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