Ayşegül Toğan Ayşegül Toğan

TP3
Beginner level

Description

In this lesson, students learn about how to tell the time. The lexical set of daily routines is allowing them to talk about their own routine and ask about other people's.

Materials

Watch?v=zoh8e9mlb7s?size=16&default=html Clock Ticking Sound
Abc New Headway Students' Book
Elementary communication games?size=16&default=html Airport Timetable
Abc Projection
Abc Cardboard Clock
Abc New Headway Teachers'Book
Abc time ppt
Abc W/B

Main Aims

  • To provide clarification and practice of telling the time and practice of simple present to talk about "what time do you...?"

Subsidiary Aims

  • Vocabulary, Listening

Procedure

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

Play the clock ticking sound effect and elicit the words "time" and "clock/watch" Demonstrate your watch, wall clock Elicit how to ask about time "What time is it?" Model and drill "What time is it?" Show an example of a cardboard clock and elicit how to say that time "It's ten o'clock" Show them two pictures showing time in ppt Tell them to work in pairs to ask and answer

Clarifying Vocabulary (8-10 minutes) • To provide context for the target language through a text or situation

Show students some pictures showing time Elicit answers from them Highlight the important parts of their answers as a language focus on w/b Elicit how to ask the time again "What time is it?" Elicit how to ask answer about the time again "It's...... o'clock" Show Ss ppt and start the game for ask and answer nominate one student to ask other student and the student answers then asks another student and so on. After ppt, tell Ss do the same in pairs ask and answer about time Put Ss in pairs (change the pairs this time) Monitor and check for the correct use of the times.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Show students an airport timetable Elicit the collocation "at the airport" Complete the example dialogue as whole class Tell them ask answer questions with their partners

Clarification of grammar (12-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Pre-teaching the lexical sets of daily routine Put the pictures on page 41 mixed on the w/b Introduce Kim by eliciting some basic info about her How old is she, do you think? Then show pictures of her routine for everyday Elicit vocabulary from Ss for each picture Then ask them come to the board and organize pictures of the routine Write an example sentence for getting up by eliciting Tell them write sentences for each picture in pairs Give them the book page to listen and choose correct time for Kim Checking answers in pairs Model and drill each sentence Tell them ask Kim questions in pairs "What time do you get up?" Give one example by nominating a St.

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice

Tell them work in pairs and tell their partners about their daily routine Monitor them and take notes for FB Write errors and good language on the board and let them decide if they are correct in pairs Elicit the correct answers

Semi-Controlled Practice (10-12 minutes) • To concept check further and prepare students for free practice

Tell them to stand up and go next to a person ask and answer questions "What time do you go to work?" "I go to work at 8.15" Monitor them and take notes of any errors Do some delayed FB

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