Katie Sullivan Erul Katie Sullivan Erul

Teaching Practice 2
Pre-Intermediate level


In this lesson, students learn about prepositions of time in the context of event dates. Students will begin with activities to test their prior knowledge of the TL, followed by a drill to aide memorization, written practice, and finally spoken practice.


Main Aims

  • To provide review and practice of prepositions of time in the context of event dates.

Subsidiary Aims

  • To provide controlled speaking practice for accuracy in the context of event dates.


Lead-in (3-5 minutes) • To shift focus from previous lesson to TL

Write "at, on, in" on the board. Get students to look at the conversation transcripts from the previous lesson and underline all instances of "on, at, in" plus a time. Get WC FB and write answers under appropriate column.

Warmer/Lead-in (8-10 minutes) • To set lesson context and engage students

"at, on, in" is still on WB. Show "find someone who" handout. Give instructions: Everyone will get the same page. Each page has ## questions. Your job is to find the answers from other people in the class. Show column of questions. Show column for answers. Show column for name. Each answer must include one of (point to board). ICQs: Should you use your phones to find answers? -No. Find a person who knows. Can you write your own name on your paper? -No. Can the same person give you more than one answer? -Yes. Hand out sheets. Tell Ss to take a pen and stand up. Give them a few minutes, go. Ask Ss to sit. Get WC FB, writing S answers in columns, correcting if necessary.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

Keep "at on in" on board but erase answers from Lead-in. Show cutouts. Say that they will each get 1. Each one has a different time on it. Ask class, can they guess what they are going to do with the pieces of paper? -Put them on the board under the corresponding word. Do one example. Show one. Ask which word is used with the example. Place it. Tell them they will have 1-2 minutes. Hand out papers. Ask them to stand up. Go. After they finish or 2 min, take seats. Ask WC to review the board, Pointing to each, ask if they agree, make corrections. *Note during corrections that some phrases are used with "at" and with "on," depending where you are. Move these to the space between. Once corrections have been made, complete any extras remaining as WC. Point out patterns: AT for specific times, ON for days and dates; IN for months, longer periods of time Once all are on board, ask students to say each phrase all together for practice.

Teach - Substitution Drill (3-4 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Write "I'm going home..." on the board. T: I'm going home at 6 o'clock. S: I'm going home at 6 o'clock. T: June. I'm going home in June. S: I'm going home in June. T: The summer: (students should understand drill by now) S: I'm going home in the summer. T: New Year's Day. S: I'm going home on New Year's Day. etc. etc.

Test #2 - Controlled Written Practice (8-10 minutes) • Check students' use of the target language again

Introduce exercise 2. Show handout. Work alone. Fill in the blanks with: "at, in, on." This is a quick exercise so you only have about 1 minute. Distribute handouts, give a minute. Check with the person next to you/your partner (if they still have from previous lesson). WC FB. (If projector is working write in answers, if not then write numbers and answers) Introduce exercise 3. Flip over page and show handout. This time you will finish the sentences with your own answers. Continue working alone. You have 2 minutes. Check with your partner. WC FB, writing abbreviated answers under appropriate columns.

Controlled Spoken Practice (8-10 minutes) • To provide students with controlled practice speaking the target language

Write "When...?" on board. Ask students to use the back of the first handout. Get students to write 5 questions of their own, related to time. Qs should start with "When." These should be personal questions. Suggest an example like, "When is your birthday?" Give 2 minutes. Get students to ask their partner the questions that they wrote. They don't need to write, but make sure they are using "at, in, on" in their answers. Give 2 or 3 minutes. Get students to switch partners (UNLESS TIME RAN OUT). Ask new partners questions and discuss answers. Ask students if they came across any examples we didn't see before and were not sure about. If so, elicit WC FB for answers, and write on the board. Otherwise, conclude lesson.

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