Matthew Haynes Matthew Haynes

New Bridges Book C Lesson 5
B2 level


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Main Aims

  • To provide fluency speaking practice in a conversation in the context of time and daily activities.

Subsidiary Aims

  • To provide product writing practice of a story in the context of time and daily activities


Warmer/Lead-in (10-15 minutes) • To set lesson context and engage students

Check for homework 5 words or sentences they heard this past week they have questions about. Check Mr Aram's homework from last week. Check that Zahir did homework from last week (not a huge deal but it would be helpful for him).

Exposure (5-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Write "daily activities" on the board and "What do you do everyday?" Ask the students what they do...look for specifics days and times that these activities occur. Approximates are good as well. Have students read the clock times listed. One student per column.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Have students read the conversation on Page 25. - Make sure that intonation is focused on. They should be familiar with this vocabulary freeing up the teacher to be stricter about particulars. C. - Have students alternate columns of words - ask for examples and specify intonation. Part 2 - Page 26 - Have the students do the listening exercise and then have them decide which ones should be associated with which greeting.....good morning.....good evening....good afternoon.....good night. Part 3 - Page 26 - Make sure that students understand when to say o'clock....on the hour. Write out the examples from the book for the students: 1:10 - one ten, ten after one. 2:15 - two fifteen, a quarter after two 3:20 - three twenty, twenty after three 4:30 - four thirty, half past four 5:40 - five forty, twenty to six 6:45 - six forty-five, a quarter to seven, fifteen to seven 7:55 - seven fifty-five, five to eight Feel free to use 'til (until) instead of 'to' as most people say 10 'til as opposed to 10 to.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Part 4 - Page 26 Write "when do you get up in the morning" and have students answer for various days of the week. Write "when do you go to bed" and have students answer for various days of the week. Explain the "verbs" section. They are all action verbs so this should be easily understood. Read through the list and have students explain the verbs they understand. Explain the "adverbs" section by writing a % next to them on the board. Never - 0% Sometimes - 20% - 60% Usually - 90% Always - 100% As the students questions they can answer from the words provided. Do not have them come up with both the question and the answer. Teachers asks and students answers. Make sure they know that the adverb always comes before the verb. Part 5 - Page 27 Provide some examples for the students the noon....on the afternoon Have them complete the exercise alone. Part 6 - Page 27 Have the students complete the exercise alone Part 7 - Page 27 Read thru the words, explaining meanings. Write 2 headings /f/ and /v/ Write partial words (leave the sound focus blank) and ask the students to complete the word. Complete the activity. read the text and have the students fill in the appropriate selections. Part F - Page 28 Complete activity with appropriate explanation Page 29 Complete the activity (make sure the students know that they can divine the answer if they ask themselves 'how many') Part 2 - Page 29 Write There are ____ and There is_____ Explain that one is plural and one is singular Complete the activities Part 4 - Page 30 This can be confusing. make sure to go over the grammar

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Homework Page 28 - write a story about daily activities.

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