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FAF3 Unit6 LessonPlan

The lesson plan for Family and Friends 3, Unit 6 focuses on daily routines and the present simple tense over a 90-minute session. Students will learn vocabulary related to routines, practice grammar with auxiliary verbs, and engage in creative speaking activities through roleplay interviews. The lesson aims to enhance fluency and confidence while allowing students to discuss their own and others' routines.

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38 views2 pages

FAF3 Unit6 LessonPlan

The lesson plan for Family and Friends 3, Unit 6 focuses on daily routines and the present simple tense over a 90-minute session. Students will learn vocabulary related to routines, practice grammar with auxiliary verbs, and engage in creative speaking activities through roleplay interviews. The lesson aims to enhance fluency and confidence while allowing students to discuss their own and others' routines.

Uploaded by

hesam.ghanei.82
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Lesson Plan – Family and Friends 3, Unit

6 (Jim’s Day)
Lesson Overview
Level: Family and Friends 3
Unit: 6 – Jim’s Day
Lesson: Lesson 1 (Words) and Lesson 2 (Grammar)
Time: 90 minutes (60 minutes book-based + 30 minutes skills-based activity)
Main Focus: Daily routines and present simple tense

Objectives
By the end of the lesson, students will be able to:
- Identify and use vocabulary related to daily routines.
- Ask and answer questions using the present simple tense.
- Use auxiliary verbs “do/does” and adverbs of frequency correctly.
- Speak about their own and others’ routines using correct grammar.
- Enhance fluency and confidence through creative speaking activities.

Lesson Procedure – Part 1 (60 minutes – Book Activities)


1. Warm-Up (5 mins)
- Greet students and show pictures of different routines.
- Ask: “What do you do in the morning?”

2. Vocabulary Presentation (10 mins)


- Use page 48. Drill vocabulary: have a shower, brush my teeth, etc.
- Use TPR (Total Physical Response) to make actions memorable.

3. Listening & Reading (10 mins)


- Students listen and follow the story on page 48.
- Ask comprehension questions: “Who is Jim?”, “What does he do?”

4. Grammar Focus (15 mins)


- Use the chart on page 49 to highlight present simple forms.
- Emphasize “s” for he/she/it and question forms with “do/does”.

5. Practice Activities (15 mins)


- Exercise 3: Read and circle.
- Exercise 4: Complete the sentences with the correct form.
- Pair work: Ask and answer about routines.

6. Review and Wrap-Up (5 mins)


- Quick review quiz.
- Ask 3–4 students to say one thing Jim does and one thing they do.

Lesson Procedure – Part 2 (30 minutes – Creative Speaking Task)


Activity Title: Routine Roleplay Interviews

Objective:
- To encourage students to use the present simple to speak about routines.
- To develop fluency, accuracy, listening, and writing skills.

Procedure:
1. Preparation (5 mins)
- Divide students into pairs. Give each pair a “routine character card” (e.g., a firefighter, a
baker, a pop star, etc.).
- Each card includes a unique daily routine.

2. Planning (10 mins)


- One student is the interviewer, the other is the character.
- Interviewers write 5 questions using “do/does” (e.g., “What time do you get up?”, “Do
you have breakfast at home?”)
- Characters prepare their answers based on their card.

3. Roleplay & Presentation (10 mins)


- Pairs perform interviews for the class.
- Switch roles if time allows.

4. Reflection (5 mins)
- Ask students what they learned about their partners’ characters.
- Highlight good use of grammar and vocabulary.

Extra Options (Alternative for Writing Focus):


- Have students write a diary entry as their character using the present simple.
- Example: “I get up at 5 a.m. every day. I brush my teeth and...”

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