sibelkisacik sibelkisacik

TP 4
B2 level


During this lesson students will be focused on actively using time adverbials which they have also seen a little the lesson before. First they will be asked to put the correct time adverbial into the correct column. Than they will have 2 speaking activities. One of them will be controlled speaking activity as they will be using specific, limited language. With the second one they will have a more free conversation. So i believe that this lesson will be helpful both for their accuracy and fluency while speaking


Abc Straightforward Upper Intermediate Students Book; Macmillan
Abc Teacher made HO
Abc Whiteboard
Abc Projector

Main Aims

  • To provide practice of time adverbials in the context of interesting jobs

Subsidiary Aims

  • To provide fluency speaking practice in a conversation


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

As the name of this unit is Dream Jobs; T shows some pictures of the interesting jobs to the Ss as the warmer so that they can get involved in the context. T asks students if they have ever heard about those jobs and if they know any other jobs that are interesting and if they would like to pick one of them as a profession/

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

T divides students into groups of 3. Gives Ss several time adverbials that are printed into small cards and asks them to put them into the correct column. 1st column; to show the first series of action 2nd column; to show that one action happens after another 3rd column; to show the last series of action When they finish it first T asks them to check the answers with the group next to them and then writes the correct order on the board with the help of the WC. T does not remove that from the board during the next activity too so that they can look at it when they need help. T deletes that from the board when she feels that Ss are getting more comfortable with the topic/

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

T gives students a task from the Students book/ They have to choose the best time adverbials to complete the text individually. After they do a peer-check T writes the answer key on the board. And asks them Why they picked those answers to make the meaning clear.

Productive Task(s) (5-10 minutes) • To provide an opportunity to practice target productive skills

T gives Ss some paper with specific life stories on it; There are 4 different papers but each one of them gets 1. Ss are asked to tell their friend about the life of the person that is on the card that they are holding by using the time adverbials. They also have to be careful about using the correct form. As they have some information on the cards that they are holding the language that they use will be limited. So this activity more focuses on the accuracy rather than fluency.They have max five minutes for this activity. At the end one of the each character makes an explanation to the whole class as a wcfb

Productive Task and Feedback (8-15 minutes) • To provide feedback on students' production and use of language

T divides students into groups of 4. With this second speaking activity Ss will have a freer conversation. They will be asked to choose a famous person and that they have 4 weeks to obtain this persons autograph. How will they do it? Ss will report their ideas by using the time adverbials. If there is enough time some students will change their groups in order to share and discuss their ideas. At the end they tell the class the perfect way to get the autograph that they have achieved

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