Nurfaldillah Nurfaldillah

TP3: Time Phrases: on, in, at, every
Elementary A1 level


In this lesson, students will be practising the use of time phrases 'in, at, on and every'. They will match the correct prepositions to the given words/phrases involving routines such as time, day(s) or parts of the week. They will do a freer practice on asking and answering questions using time phrases and starting with 'do you..?


Abc Word cards
Abc HO1: Gap-fill
Abc HO2: Pairwork: Question and answer using time phrases

Main Aims

  • To give practice in the use of time phrases 'in, at, on & every'

Subsidiary Aims

  • To get students to practise speaking using time phrases when asking and answering questions about routines such as time, days of the week and weekend


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

T asks Ss: 1) Do you like watching TV? 2) Do you watch TV every evening? As Ss talk, T listens and add a few more questions. (What time do you watch TV in the evening? What time do you sleep? Do you think I get up early every morning? T shares about her weekly routine. T draws a clock on the board and use word cards to talk about her weekly routine. T: I get up early every morning. I leave home at 7 o'clock . I start class at 9 o'clock. I have lunch at 1p.m. in the afternoon. I get home at 6 p.m. I have dinner at 7 p.m.. I watch TV every evening. It gets colder at night so I wear a jacket. I wash my clothes on Thursday. I jog with my friend at the weekend. T asks Ss volunteers to share about their weekly routine. While Ss is talking, T takes note if Ss use time phrases too.

Exposure (2-4 minutes) • To provide context for the target language through a text or situation

T selects a few sentences from her routine and writes them on the board. T elicits responses from Ss by asking: 1. What time do I go home every day? 2. Do I watch the news every day? 3. When do I wake up later?

Highlighting (2-5 minutes) • To draw students' attention to the target language

As Ss answer, T underline the TL and rewrites the prepositions in blue and days/time in red. T elicits from Ss if they notice any patterns in the sentence markers. If they notice some patterns, T asks Ss what the patterns are. If they don't, T gestures to the blue and red words to highlight the prepositions and day(s)/time.

Clarification (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

Using the sentence markers, T elicits from Ss on the use of time phrases for routines. A) I go to school in the morning B) I watch the news every evening. C) I watch my favourite drama at 8 p.m. D) I wash my clothes on Thursdays. T asks questions to clarify meaning: CCQs 1) What word do we use for 'on'? - day (s), On Thursday 2) Can we say 'I go work in Monday'? Why not? 3) When do we use 'at', 'every' and 'in'? 4) Do we say 'in night' or 'at night'? 5) Do we use plural for 'every'? 'every morning' , 'every mornings' T drills the pronunciation of time phrases written on the w/b.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

T draws the diagram on Ex. 9 on the w/b. (on, in, at, every). T shows a list of word cards (days/time/in the morning/evening/weekends/night) T puts Ss into pairs. T gives a word card to each pair and tells the class to match the cards to the correct category. Ss place the word card on the board according to the category. Upon completion, T checks answers with Ss through w/c FB.

Semi-Controlled Practice (5-5 minutes) • To concept check further and prepare students for free practice

Ss to complete HO1 SS book ex 9 in pairs. Ss are to match the prepositions to the correct time/day(s). T gives answer key for Ss to check.

Free Practice: Speaking (10-12 minutes) • To provide students with free practice of the target language

Part 1: T shows the task on the w/b and explains to Ss the procedure for this activity. T says: 1) Work on your own to circle the correct word in the phrases. 2) Check your answers with a partner. ICQs: Do you work alone? Do you circle the correct answer? Do you check your answers with a partner once you've finished? Part 2 Ss unfold the HO. T explains the next step. Ss to use the phrases to form question starting with "Do you...?" Ss work on their own to write the questions to the given phrases. T says: 1) Work on your own 2) Make questions with you phrases using the given phrases. 2) Example: Do you do sports on Saturday? Do you eat out every week? ICQs: Do you work alone or in groups? What words do you start your questions with? -'Do you...?' T gives Ss 3 minutes to write the questions. T says: GW 3) Ask other Ss in your group your questions. 4) Find 2 people who answer 'yes' to your questions. 5) Write their names in the box. ICQs: Do you work alone or in pairs? Do you ask questions? Where do you write the names? Part 3: Mingle T says: 1) Stand up 2) Ask people from the other groups your questions. 3) Write their names in the box if their answer is 'yes' ICQs: Do you work alone or in pairs?- Class mingle Do you walk around to ask your questions?- Yes Do you ask your questions? -Yes Do you answer your friend's questions- Yes Where do you write the names? (During this activity, T will move around to monitor and record down any errors for FB session later) Part 4: FB T asks Ss to tell the class what they found out about the people in the group/class. Eg. Cane & Eyup both watch TV every evening. T does w/c FB by writing the errors she heard during the speaking activity. Review TL T divides the class into 4 groups. 1) T tells Ss that she is going show a wordcard (Sunday, morning, month, weekend). 2) One representative will say aloud the correct preposition to match the word card. 3) A point is given for every correct usage of time phrase in a sentence. 4) The group with the most points wins!

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