Daily life and shopping

Date:

School:

Teacher:

Theme: Daily life and shopping

Level and number of learners/ class profile

Elementary and Lower intermediate

Number present:

Number absent:

Timetable fit

The students revise the rule of forming comparative and superlative adjectives and making sentences in Tenses;

Main aim(s)

Teach comparative and superlative adjectives;

Learn key phrases for making comparisons;

Subsidiary aims

Revise the form and use of the present simple;

Use the present simple to ask and answer about routines;

Assumptions

The students already know how to make affirmative, negative and question in present;

Anticipated problem

In ex1 the students may take a lot of time thinking the answer;

Possible solution

Help them by saying the sentences in L1;

Timing

Procedure

Stage aims

Aids and materials

Interaction pattern

2-3 minutes

T writes Internet on the board, eliciting the adjective expensive. Then T writes a more more words about internet. The students will gives more examples

Warmer: to get learners guess the topic

Board

T eacher

Whole class

5minutes

10minutes

5minutes

10minutes

Ex1 check the meaning of this words from the text in a dictionary. Then add the words to the correct category

Ex2 Listening 1.26

Read and listen to the text. What advantages of shopping mails does the author mention?

Ex4 Choose the correct indefinite pronouns

Ex6 The students write affirmative sentences, negative sentences and questions.

1. My parents work in town.

2. We don’t have lunch at school.

3. Do you go to a swimming club?

4. My brother gets up early.

5. He doesn’t make his bed.

6. Does your friend chat to you?

7. She doesn’t have breakfast on school days.

To tanslate into your native language

To compare things

Fill in gap

To focus on accuracy

To revise Present Simple Tense

Student’s Book

CD 1.26

Student’s Book

Table cheet

Board

Board

Pair work

I ndividual work

Whole class

Individual work

I ndividual work

Whole class

5minutes

Activate. The students make six questions about the things in the table, then interview his/her partner.

To improve learners’ spoken performance

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Pair talk