Lesson Plan 5B
Functional Language: Students will attain vocabulary skills in how to tell time and be able to use this knowledge for conversational purposes. They will thus be focusing on both their receptive and productive skills during the lesson.
Students will be tested on their listening skills by being asked to listen to a recording to help them with their pronunciation difficulties in relation to the days of the week. They will practice reading and writing the days of the week and will be tested on their knowledge to know its correct sequence.
Procedure (47-62 minutes)
1. T will introduce the topic by showing the ss an image of a calendar that contains the days of the week. The T elicits responses of what it is through gesture and mime. 2. T shows 3 images (morning, afternoon, evening) T will write on the WB these words after showing students 3 images representing these and eliciting response. 3. WB will mention that mornings usually begins when people get up and continues till 12.00 noon; afternoon is from 12.00 noon until 6.00pm and then the evenings will begin from 6.00pm till about 9.00 pm. 4. T will elicit days of the week from ss. Ss will be given timeline of days of week. Recording will be played.
1. T will repeat recording on days of week. T will lead drill session for pronunciation and sequencing of days of week for common errors. I.e. ensure that the d is not pronounced when the ss are reciting Wednesday 2. Ss will use the timeline distributed by getting into pairs to complete speaking exercise. Questions on timeline handout 3. Speaking exercise requires one ss to ask the other -What is the day today? - What is the day tomorrow? -What is the next two days after today? The T will give ss an example of how to play this game.
1. T will introduce ss to time by drawing image of clock on WB. 2. T will teach common phrases. What time is it? And answers, The time is ….? 2. T will give ss a handout where the clock is separated like a pie chart; representing half past; quarter to and quarter past. 3. Vocabulary (half past, quarter past and quarter to will be written on left margin of WB. 4.Students will be called upon to guess the times that the T draws on the clock. T will go through telling time by using an example: The time is quarter to 6 and the time is half past 6. Explain to ss that you can also use quarter past 6 but you cannot use half to 6. 5.Ss will stay in their pairs and be given a handout task that requires them to match 4 images of different clock times with the correct answer. They will have 3 minutes to do this, before answers elicited and provided on the WB.
1. T will show ss image of a digital timer. Elicit response for ss to guess what it is. 2. T will point to image of Analog clock to demonstrate that it is the same concept. T will explain that digital times go from numbers 1-24 while analog times are counted from 1-12. 3. T will hand out an images a-h to the ss and ask them to match it with the times given in 1-8. The first 2 will be done together by T and ss on the WB. The rest will be distributed to the class. 4.Following this activity drill the pronunciation of the times on the handout excerpt.
1.T will play the recording on R4.18. Students will practice the times given such as 6 o’clock and 5 o’clock etc. out loud as a class. T will provide the correct pronunciation if any errors are heard. 2. The recording will be repeated so that ss in pairs can practice writing the words. Ss will peer check with each other and T will provide the correct writing on the WB
1. T will play Ss pairs a recording of 5 different conversations mentioning a particular time. 1st conversation will be done as a class. The rest of the recording will be done as peer work. 2. Ss will be played the recording twice in case they missed any information the first time. They will write down the times that they heard. 3.T will ask for answers to be volunteered on the WB and after an answer key will be written on the WB.
1.Ss will stay in their pairs and will be given two images from the course book that requires them to complete a gap filling exercise. The gap fill words will be provided on the WB. Ss will guess which word belongs. 2. Ss will be played another recording to listen and check for answers. 3. Some ICQs will be used when presenting the last speaking task, -Is this a list of movie times? -Will I ask my friend the times of movies? -Are all the movies different? -Will we work with our friend? 4.A speaking activity will be distributed. Ss will be allocated as Student A or B and be given two separate movie time charts. Students will take turns asking each what time each particular movie is playing.