Habits and Preferences

Lesson Plan: Habits and Preferences

Objectives:

• Students will be able to ask and answer questions about habits and preferences using "wh" questions.
• Students will correctly use the present simple tense.
• Students will use prepositions of time (in, on, at) accurately.
• Students will apply the correct intonation in statements and questions.
• Students will pronounce diphthongs correctly.

Materials:

• Whiteboard or projector
• Markers or pens
• Pictures or flashcards illustrating daily activities, hobbies, and times of day
• Worksheets with fill-in-the-blank exercises and question prompts

Lesson Duration: 50 minutes

Procedure:

Stage 1: Presentation (Discovery) (15 minutes)

1. Warm-up (5 minutes):

   • Start with a simple, energetic activity to engage students. For instance, play "Simon Says" using action verbs (e.g., "Simon says jump," "Simon says sing"). This gets them moving and introduces vocabulary in a fun way.

2. Review (5 minutes):

   • Briefly review the "Listening passage". Read the script/play the audio again.

3. Elicitation (5 minutes):

   • Ask guiding questions about the listening passage, focusing on the target language forms. This involves raising awareness of the target language forms.

Stage 2: Mechanical Practice (15 minutes)

1. Drilling (10 minutes):

   • Explain the present simple tense with simple examples. Use visuals if possible. For example:

     • "I eat breakfast at 7 AM." (Show a picture of someone eating breakfast).
     • "She plays soccer on Saturdays." (Show a picture of someone playing soccer).

   • Explain "wh" questions (who, what, when, where, why, how).

   • Use choral repetition: Say a sentence, and have the students repeat it together. Example:

     • You: "I like practicing sports"
     • Students: "I like practicing sports"

   • Then, have individual students repeat the sentences.

2. Pronunciation (5 minutes):

   • Focus on diphthongs (vowel sounds that combine two sounds). Write examples on the board (e.g., "play," "time," "go").
   • Model the pronunciation clearly, exaggerating the sounds.
   • Have students repeat the words in chorus and individually.

Stage 3: Guided Practice (Focus on Meaning) (10 minutes)

1. Substitution Drills (5 minutes):

   • Model a short dialogue. For example:
     • You: "What's your favourite hobby?"
     • Student A: "I like jogging. How about you?"
     • You: "I prefer painting."
   • Substitute "jogging" and "painting" with other hobbies or activities.
   • Have students practice similar dialogues in pairs.

2. Prepositions of Time (5 minutes):

   • Explain the use of "in," "on," and "at" with time.
     • "At" for specific times: "I eat breakfast at 7:00 AM."
     • "On" for days: "I play soccer on Saturdays."
     • "In" for months/seasons/years: "I go swimming in the summer."

Stage 4: Communicative Practice (Focus on Use) / Assessment (10 minutes)

1. Pair Work (5 minutes):

   • Have students work in pairs.
   • Give each pair a set of questions to ask each other about their habits and preferences. For example:
     • "What time do you wake up?"
     • "What do you like to do on weekends?"
     • "What is your favorite sport?"
     • "What do you usually eat for dinner?"
     • "What do you do in your free time?"
   • Encourage them to use complete sentences and the correct prepositions of time.

2. Feedback (5 minutes):

   • Ask a few students to share what they learned about their partner.
   • Provide immediate feedback on any errors in grammar or pronunciation.
   • Praise their efforts and participation.

Important Considerations for Noisy Students:

• Clear Instructions: Give very clear, simple instructions for each activity. Repeat them if necessary.
• Visual Aids: Use plenty of visuals (pictures, flashcards) to support understanding.
• Movement: Incorporate movement activities to release energy. Short breaks with stretching or a quick game can help.
• Positive Reinforcement: Focus on praising good behavior and effort. Use a reward system if appropriate.
• Individual Attention: Try to give individual attention to students who are struggling or acting out.
• Classroom Management Techniques:
  • Establish clear rules and consequences.
  • Use non-verbal cues (e.g., a hand gesture, eye contact) to redirect behavior.
  • Move around the classroom to monitor student behavior.
• Keep it Simple: Use very basic language and avoid complex grammar explanations. Focus on practical communication.
• Repetition: Repeat key phrases and vocabulary frequently.
• Patience: Be patient and understanding. Remember that learning a new language can be challenging, especially for students who are not confident.

Assessment:

• Observe student participation in activities.
• Collect worksheets and check for accuracy.
• Listen for correct pronunciation and intonation during pair work.

Differentiation:

• For students who need more support, provide sentence starters or simpler questions.
• For students who are more advanced, encourage them to ask follow-up questions and provide more detailed answers.

Note: Remember to be flexible and adjust the lesson based on the needs and responses of your students.