Hamed Ashraf Hamed Ashraf

Hamed Ashraf.TP5
Intermediate level


In this lesson, Ss learn some time expressions through a TTT framework of a lesson, In which they will read 3 conversations in 3 situations in which they will try to match the time expressions with their meanings in the 3 situations, only after they are exposed to the time expressions in a contextualised personalised conversation led by the T. Ss, then, will produce the TL in conversations of their own making.


Abc Form Clarification Exercise
Abc cards with time expressions on them
Abc handouts
Abc music
Abc listening tracks

Main Aims

  • To provide clarification and review of language used for expressing time in the context of "Time expressions"

Subsidiary Aims

  • To provide product writing practice of a short conversation in the context of "Time expressions"
  • To provide accuracy speaking practice in a conversation in the context of "Time expressions"
  • To provide deduction and scan reading practice using 3 short conversations about describing time when "you're early", "you're late" and "you're having fun" respectively in the context of "Time expressions"
  • To provide specific information listening practice using a text about Time exprerssions in the context of describing time when "you're early", "you're late" and "you're having fun"


Warmer/Lead-in (2-4 minutes) • To set lesson context, engage students and guage their prior knwledge of time expressions via having a conversayion with ss using models.

1- T thanks Ss for being early using the LI "in time for". 2- T : "I apologise for delaying you last Saturday, we were running out of time and we had to come up here one at a time.". "but we had so much fun right ?" " time flies when you're having fun doesn't it ?!" 3- T tries to elicit time expressions by asking one St to tell another how much time did we spend and what we did during it.

Test (through acting TL and then a matching reading excercise) (14-15 minutes) • To gauge students' prior knowledge of the target language

1- T instructs Ss to act some phrases that will be previewed to each of them using OHT ( or by writing the phrases on cards) in only 3 minutes. followed by ICQs if necessary. 2- T plays music and sets and demonstrates the task by acting the 1st 2 phrases. by which the TL will be elicited from and highlighted by Ss. 3- Ss complete the task by finishing all the phrases as quick as possible. 4- T Chests the handouts and instructs Ss to read and match the 3 short conversations to the 3 pictures (situations) below by saying "you have 3 pictures of 3 different situations below, now, read these 3 short conversations, and match them to the pictures". ICQs: " so you're going to ....... ? and ....... ? (read, match)" 5- T monitors, Ss check in pairs and then T feedbacks. 6- T: "Now, toy have 8 time expressions in ex2, replace the 8 underlined phrases in ex1 with these 8 time expressions below". ICQs: " So, now you're going to remove phrases in ex.... ?(1) and use the phrases in ....? (ex 2) 7- T monitors.. 8- T: " Now check you're answers in groups.".

Teach (11-14 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

1- T sits down to a low level. On the same task: 1- T plays a listening track for Ss to check their answers then feedbacks and clarifies the meaning of TL which Ss found more challenging using means of clarifying meaning mentioned in the language analysis. 2- T chests the form exercise and : " In the first example, (We) is ...?(subject).+ (are) is .... ? + ...... (V to be) + ..... ?! (ahead of schedule)( the expression.). No(b), (We) is .... ? (S) + .... ( have/ has) + ... (N) + .... (to spare." " now complete Box A in the same way, individually, and use this box to help you" Followed by ICQs: " are you going to complete in pairs ? (no) how many parts you're going to complete ?(one) which one ? No1". 3- T monitors. 4- T : " Now, check your answers in pairs" 5- T : " with your partner, Complete Part 2" 6- T Monitors 7- T : "Now part 3 in groups" 8- T monitors then feedbacks the whole excercise. 9- T will clarify pronunciation as mentioned in the language analysis.

Test #2 (5-6 minutes) • Check students' use of the target language again and compare with the first test

1- T : " now choose 3 of the time expressions in ex.2, and use them with your partner, (change the previous partners), to write a short conversation like one of those in ex.1" " so you're going to .... ?(write a short conversation), using how many time expressions ?! (3). 2- T monitors. Note: In addition of this stage and the next, comparing the ss usage of the TL with the 1st test, this stage will also serve as a production stage of the TL.

Free practice (3-5 minutes) • To provide students with free practice of the target language

On the same task. 1- T feedbacks and tells each pair to read their short conversation to the class.

If/ time activity (4-5 minutes) • To provide Ss with further production of the TL.

1- T : now give your conversation to the other team, now read it carefully because you will perform it." 2- Ss read then perform the other pair's conversation. Note : This activity could be replaced or followed by asking the Ss to choose 3 different time expressions to write another short conversation but this time in groups.

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