I get on the bus and go for three or four stops. Mmmmm! Then I have some toast and a second cup of coffee. ![]() ![]() When I come downstairs again, I have my first cup of coffee. I wake up, lean over and turn off the alarm. When you have finished, repeat it once more. They might want to put their heads down on the table or close their eyes the first time they hear the story. At this stage they can’t write anything, so pens should be on the table. Tell students that they have to listen very carefully. Explain that today they are going to hear about someone who is a 'morning person'. Then ask students to give a show of hands as to who is a morning person. Tell them if you are a morning person or not. If it is difficult for you to wake up and you hate the morning then you are not a morning person. In English, if you like the morning and wake up easily you are a 'morning person'. Stage oneĪsk the students if they are 'morning people'. This article is the teaching notes for the worksheet, so you may wish to print it out for reference during the lesson, if you don't have reliable access to the internet during class. Students use the original text to either write one about their own morning routine, or a different kind of morning routine.ĭownload the worksheet from the bottom of the page. As with other new items of vocabulary, learners should get a chance to use them. Again, it is not enough to just present a set of new phrasal verbs, even if they are more neatly organised into a category. This is a simplified dictagloss, because students already have some words and gaps to help them remember. Lesson aim: To present a set of 12 phrasal verbs connected to a person’s daily morning routine. Sustainable Development and Global Citizenship.
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