Nalan Eryigit Nalan Eryigit

Time phrases with "in", "on", and "at".


In this lesson, students will learn about time phrases with in, on and at through a test-teach-test presentation of language in the context of family. The lesson will start with a categorisation of prepositions in the form of a game. It will be followed by a gap fill activity about daily routines. And it will finalise with a personalized speaking activity in form of a game.


Abc Speaking Activity
Abc Prepositions Game
Abc Family picture
Abc Gap Fill

Main Aims

  • To provide clarification and practice of time expressions in the context of family

Subsidiary Aims

  • To provide fluency and accuracy about time expressions in the context of family.


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

Ss will be shown a "happy family photo" and they will discuss three questions about the photo in pairs. And the questions are: Who are they? What are they doing? What time is it? This task should get the students to interact with one another and talk about some of the time expressions.

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

In this task Ss will be assessed on how much they know about the prepositions of time. Ss will be separated in two groups. The T will draw a line between the board. And write "in" "on" and "at" on both sides. Expressions of time will be placed around the prepositions. The Ss will have to categorise the right time expressions under the correct preposition. The group that finishes first will say done and raise their hand. Groups will walk around and check each others answers. A whole class feedback will be given.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

The time expressions in the previous game should be placed in the right category. T should clear away any difficulties Ss might have with clarification: Meaning, Form, and Pronunciation. T should clarify the meaning behind each expression for example right days next to Sunday, Monday, etc. and say that we use "on" with days like on Monday and on Sunday. T should say: What about at? Do we use at with days? S: No, we use "at" with time. T: What about in? When do we use "in"? S: We use "in" with parts of the day. The T may have to write parts of the day down, for the difference between day and parts of the day maybe unclear for beginners. So the T should clarify the parts of the day by writing the time next to it. i.e: In the morning is between 5 a.m to 12 p.m. T: What about afternoon? The afternoon is between...12 p.m and...(unfinished sentence) S:5 p.m. T should circle 12 and say this is noon or midday. CCQ: T: is 5 a.m to 12 p.m noon midday or afternoon? S: Afternoon. T: What is noon or midday? S: 12 p.m. T: point to evening to elicit 5 p.m and 9 p.m. Then the T should point to at night to elicit: 9 p.m to 4 a.m. If no answers are given T can give the first time and Ss can think of the other one. T: What is midnight? S: 12 a.m Again, if no answer is given then the teacher will have to teach the Ss the difference between, noon:midday, afternoon, and midnight. T should then focus on "week" and "weekend": T: How many days are there in the weekend? S: 2 T: What are they? S: Saturday and Sunday

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Ss will do a gap fill activity in an attempt to use the target language efficiently. A WC FB will be done in an attempt to clarify the target language. The T must make sure to ask why for each gap fill.

Free practice (13-15 minutes) • To provide students with free practice of the target language

Ss will write five sentences about themselves and their family using time expressions. Four of those sentences must be true while one is false. Then they will be put in groups and they will try to figure out which one is the false statement.

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