Ramy Ramy

LP_TP3 Ramy
Elementary level

Description

In this lesson, ss will practice vocabulary related to time phrases (in, on, at, every) through controlled and semi-controlled activities. The lesson starts with an oral revision of some time phrases. This is followed by a concept map where Ss fill it in with appropriate time phrases. Then, they will learn how to use time-phrase collocations (e.g., on Sundays, in the afternoon, at 9 o’clock, etc.” through a guided discovery activity. Next, ss will be given a written, controlled activity where they will be asked to complete an email by choosing form various options (e.g., in/at …etc.). Finally, they will be asked to correct some given information using appropriate time phrases to use them to collect information about their colleagues (e.g., Do you watch TV on Fridays?”

Materials

Abc SB, WB, Handouts, PPT

Main Aims

  • By the end of the lesson, ss will have practised vocabulary in the context of free time.

Subsidiary Aims

  • To practise guided speaking

Procedure

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

• Ss are asked to look at the sample time phrases presented on the PPT and complete the phrases orally by adding appropriate prepositions (e.g., in the evenings, at the weekends, etc.).

Exposure (3-6 minutes) • To provide context for the target language through a text or situation

•Ss are given a concept map with four ovals, each with a time preposition (i.e., on, in, at, every), to complete by classifying a set of time phrases as appropriate (SB-Ex. 9a, p. 27) – [pair-work]. •T demonstrates the activity to Ss. •On completing the activity, Ss check their answers from the PPT.

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

•Ss are asked to test each other; Student A chooses a time phrase and their pair (Student B) tells the appropriate preposition (SB-Ex. 9b, p. 27) – [pair-work]. •T demonstrates the activity to Ss and monitors their performance.

Clarification (3-5 minutes) • To clarify the meaning, form and pronunciation of the target language

•Based on Activity 9.a (SB, p. 27), Ss are given a guided activity where they have to complete the rules of using prepositions with time phrases. •T demonstrates the activity to Ss and monitors their performance. •On completing the activity, Ss check their answers together [pair-work] and, then, from the PPT.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

• Each pair of students is given an email with statements that need to be completed by choosing correct time prepositions (at, in, on, every) (WB-Ex. 3, p. 17). • T demonstrates the activity to Ss and monitors their performance. • On completing the activity, Ss check their answers from the PPT.

Semi-Controlled Practice (8-10 minutes) • To practise asking each other questions

• Ss are given a table with statements that need to be completed by choosing correct time prepositions (at, in, on, every) (SB-Ex. 3B, pp. 105, 110) [individual]. • T demonstrates the activity to Ss and monitors their performance. • On completing the activity, Ss check their answers together [pair-work] and, then, from the PPT. • Ss are asked to form ‘yes/no’ questions with ‘you’ with the phrases. • T demonstrates the activity to Ss and asks Ss randomly to form the questions. • Ss start asking each other about the statements in the table and write two names whose answers to the questions are 'yes'. • The lesson ends with content feedback (e.g., Who watches TV in the morning? Who goes shopping every Saturday?) • Error correction is delayed based on the noticed common mistakes.

Web site designed by: Nikue