Liubomyr Liubomyr

TP 2a
A1 level

Description

In this lesson SS learn new grammar, learn how to tell the time. By grammar I mean some new words, prepositions and phrases. They will also learns days of week if they don't know them. SS will also do some exercises and group activities to practice what they learned.

Materials

Abc Teacher-made
Abc Audio
Abc Coursebook

Main Aims

  • Grammar

Subsidiary Aims

  • To review and practice telling the time with numbers 15, 20, 45, etc.

Procedure

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T uses realia to elicit the word "clock" T writes word "clock" on WB T asks SS what time is it T writes it on WB. T gives instructions that SS will work in pairs and try to tell what time is it T gives out HO of pictures showing time T checks answers and writes them on WB

Exposure (9-11 minutes) • To provide context for the target language through a text or situation

T asks SS what day is today, what day is tomorrow. T writes days of week on WB( Only do it if SS cannot name the days in Aki's Diary.) T plays recording 1.57 Ask SS what does she say. Write on WB (I'm at the office on Monday; I'm free on Tuesday morning and Tuesday afternoon; I'm in London on wednesday.)Exposure to 3 prep(in, on, at) T gives instructions that SS will receive example of a woman's diary, and they will need to answer these questions: When is she free? When is she busy? When is she not here? T gives out HO to SS.

Highlighting (3-5 minutes) • To draw students' attention to the target language

T writes on WB more examples of sentences with prepositions: I'm busy in the evening. I wake up at 6.30 in the morning. T asks SS what's different about these sentences. Then underline "in, on, at".

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

T explains to SS that we use "on" before days, "in" before "the morning, the afternoon, the evening", but at night, and at before times. T gives the task to SS. "Now you will practice using in, on, at." T gives HO to SS (page 26, ex. 3a, 3b) SS work together to fill in answers. T models and provides controlled practice of pronunciation of phrases.

Semi-Controlled Practice (8-10 minutes) • To concept check and prepare students for free practice

T explains to SS that they are going to receive pieces of papers with a diary and they will need to work in pairs to find the time when they are free, busy, at work, in New York, have English class, meet Alex & Rosa. T divides SS into students A and B. T gives HO to respective SS. T monitors how SS are doing, maybe help a little if they are stuck.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T explains to SS that they have to do the same thing as before, but write their own diary, and find out about each other when they are free. T gives out empty diaries to SS. T monitors and helps a little if any help is needed.

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