English Lesson Planner

Kubra Akgun

TP 2 - A1 Elementary level

TP 2
A1 Elementary level

Description

In this lesson, students will learn about asking and telling time. The lesson starts with eliciting the topic by using a clock that is big enough to be visible to the class and that can be moved hands on. This is followed practices in open/closed pairs, including drilling, listening and matching activities. Finally there is some controlled practice through filling in gaps and semi-controlled practice via speaking and writing activities.

Materials

SsBk - U10a - p.96 - Vocabulary Ex 1

w/b

A clock

CD player

SsBk - U10a - p.96 - Vocabulary Ex 1

w/b

A clock

CD player

Main Aims

To talk about times

Subsidiary Aims

To provide students vocabulary related to the context of telling time.
To develop their speaking skills using target language.

Procedure (40-52 minutes)

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

Show Ss a clock and ask them to tell relevant words about time. Ss tell relevant lexis set - e.g. second, minute, hour, etc. w/c FB Show Ss pictures of "a week", "a month" and "a year" in HO, and model and drill all of the words above. Ss in pairs do ex 1 and put the words in order. w/c FB

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks

Elicit times - step by step round the clock. Do plenty of drilling paying attention to natural pronunciation. Elicit the question. Ss practice in open pairs - passing the clock around & moving the hands. Pre-teach "cooker". Use the speech bubbles to teach "I think..." and "Me too". Say "I think it is a cooker". Give ex 2a. Ss work in pairs and decide what the things are in pictures A-F. w/c FB Ss in pairs match the times in ex 2b to photos A-F. w/c FB Model and drill the times. Highlight the schwa in "o'clock" /əˈklɒk/

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Tell Ss that there are two ways to tell the time in English. Introduce Ss the meaning of "quarter", "half", "past", and "to" in times. Ss in pairs match the times in ex 2c to photos A-F. w/c FB Model and drill the times. Highlight the pronunciation of "quarter" /'kwɔːtə/ and "half" /hɑːf/.

Controlled Practice (10-12 minutes) • To concept check and prepare students for more meaningful practice

Give Ss ex 3. Ss work in pairs and write the times. w/c FB Give Ss HOs composing of six clocks without hands. Ss (on their own) draw hands on the clocks according to the times written under them. w/c FB, show on the w/b Give HO and ask Ss to put the times in order. Ss work in pairs. w/c FB Do ex 4. Refer Ss back to photos A-F in ex 2a. Play the recording. Ss listen and match the conversations to three of the photos. w/c FB

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

Give ex 5. Ss do the exercises in pairs. w/c FB Point out that all three questions have the same meaning but the third one is more polite. Point out that we use "at" with individual times and we use "from....to" for lengths of times. Elicit on the w/b. Teach the meaning of a.m. and p.m. Model and drill these phrases.

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

Give ex 6. Play recording. Ss repeat. Check Ss copy the polite intonation correctly. Give Ss one minute to work on their own and write down six times. Ss work in pairs and take turns ask and answer the questions in ex 5a. Their partner should write down the times. Encourage Ss to use all three questions. Ss check they they have written down the correct times with their partner.