Kim Kim

TP5 - Speaking Lesson, Time Phrases in The Context of Schedules
Elementary level

Description

This lesson will focus on learners being exposed to and learn how to use expressions of time, which include the prepositions of in, on, at, and every. The main focus of the lesson will be on learners practicing speaking, using these time expressions.

Materials

Abc Student Workbook
Viewer?size=16&default=html Jamboard
Viewer?size=16&default=html Student Copy of Google Doc Created for This Lesson

Main Aims

  • To introduce and provide practice of speaking for fluency in the context of schedules.

Subsidiary Aims

  • For learners to understand when to use which prepositions in time phrases.

Procedure

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

Lead-in Activity: Ask and answer these 2 questions with your partner. Is your schedule for the week busy or slow? Why is it busy or slow?

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Example: My schedule for the week is busy. I run every day, in the early morning. I also work every day of the week. I start work at 7:00 o’clock and I end work at 4:00 o’clock. I make dinner for my husband in the evening. I also teach on-line on Monday and Wednesday evenings. I am very tired when I go to bed at night. in + the early morning in + the evening on + Monday and Wednesday evenings at + 7:00 o’clock at + 4:00 o’clock at night every + day

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Activity #1 - Jamboard Example to refer to: My schedule for the week is busy. I run everyday, in the early morning. I also work every day of the week. I start work at 7:00 o’clock and I end work at 4:00 o’clock. I make dinner for my husband in the evening. I also teach on-line on Monday and Wednesday evenings. I am very tired when I go to bed at night. With your partner, put these time phrases in the correct place on the Jamboard. Activity #2- My created sheet. By yourself, fill in these blanks with the correct prepositions. Example: I play tennis _on____(on/in) the morning. I play football __on___ (on/in) Saturdays. I eat dinner __at__ (in/at) 8:00pm, __every__ (every/on) week day. I spend time with my family _on___ (in/on) weekends. I eat lunch ____ (at/on) noon. I get paid _____ (at/every) Friday. I wake up very early ____(in/at) the morning during the week. I take a nap ____ (every/in) afternoon, ____ (in/on) Sundays. I do not go out _____ (in/at) night. Now, discuss your answers with your partner, in breakout rooms. OCFB

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Activity #3: You will ask your partner questions about their schedule and he/she will answer them. Your partner will also ask you questions about your schedule and you will answer them. Example: Joe: Kim, do you work? Kim: Yes, I work as a teacher. Joe: Do you work every day? Kim: No, I do not work every day. I work on Mondays, Tuesdays and Wednesdays and Thursdays. Do you work? Joe: Yes, I start work at 7:00am and end work at 5:00pm. Kim: What do you do after work? Joe: I play tennis in the evening and eat dinner at night. Write down 3 questions that you want to ask your partner to learn about what they do during the week. What did you learn about your partner’s schedule?

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Feedback will acknowledge students' contributions. DEC will depend upon what errors are heard during the lesson by the teacher.

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