New lesson plan: Telling time

Aryan kavosh

Telling time - Elemetary level

Telling time
Elemetary level

Description

In this lesson students will start by practicing time telling and then will review some vocabulary. After these grammatical points of present simple tense will be clarified and then students will put all these to use in a speaking activity.

Materials

Answers for collocation activity

Collocation activity from coursebook

Listening activity for time telling from Straightforward Elementary SsBk 2nd Ed.

First interview activity

Second interview activity

Time telling matching activities

Answers for collocation activity

Collocation activity from coursebook

Listening activity for time telling from Straightforward Elementary SsBk 2nd Ed.

First interview activity

Second interview activity

Time telling matching activities

Main Aims

To provide clarification, review and practice of language used for Telling time in the context of Their own daily routines and habits

Subsidiary Aims

To provide review and practice of The present simple tense in the context of an interview with their partner about daily routines
To provide review and practice of Collocation with have and go in the context of an interview with their partner about daily routines

Procedure (37-55 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

'What time does your class start?' 'What time does your class finish?' 'What time do you go to bed every day?' 'What time is it now?' Elicit a few answers for this w/c.

Focus of the Meaning (8-10 minutes) • To help students to discover the meaning of TL for themselves.

T hands out the papers. 'Match the sentences to the clock' Work in pairs. Ss come to the board to write the answers. Ss listen to the activity and draw the arms of the clock. 'Check in pairs' Ss come to the board and write the answers. [If time does not help with this, put a picture for FB]

Clarification (3-6 minutes) • To clarify the,form and pronunciation of the target language

Elicits the times from clocks 3,4 and 5 and writes them on the board. Drilling and marking stress on the board.

Semi-Controlled Practice and Exposure for the vocabulary (6-9 minutes) • To concept check further and prepare students for free practice and the lexis to be foucsed on

T hands out the first interview papers. 'Who has paper?' 'Ask the question from your partner.' Ss interview. Change roles halfway. 'Give the paper to your partner' From FB T writes examples on the w/b. 'What time do you have dinner?' 'What time do you go to sleep S?' 'What time does the S go to sleep?' and asks if the other collocations can be used. 'Can we say go dinner?' 'We use have with dinner and go to with sleep.'

Review of the lexis (7-10 minutes) • To give students a chance to review the lexis they will need for their speaking task later

T hands out the exercise. 'Where does dinner go?' 'You can use your text' Ss discover the collocations in pairs. T hands out the answers. W/c FB. Drill if necessary.

Review of the present simple tense (4-5 minutes) • To give students an opportunity to review this tense and how it is used

Highlight the form of the elicited sentences on w/b. Drill if necessary.

Free practice (6-10 minutes) • Ss use the functional, lexical and grammatical points covered today in an inteview in context of daily habits

Assign As and Bs. Hand out papers to A and B's. 'Ask and answer,' Monitor for FB.