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Elementary A2 level


In this lesson, Sts will be introduced to the context through as story based on pictures stuck on to the WB as the teacher utters one sentence at a time for every picture. T then asks students to tell her what they remember and sticks the sentences under each picture as students remember. After the T has elicited all answers she asks the class to fill in the blanks on the handout she gives, then does a WC activity categorizing `in | on | at` with the time prompts T has distributed to all class members. T then had the class listen to time phrases and pauses for them to repeat adding a preposition to the beginning of the phrase. Students then carry on doing some speaking practice by pairing up and asking one another a list of questions. T ends the lesson with a couple of CCQ`s to understand whether they have understood the lesson or not.


Main Aims

  • To have students practise their speaking skills through oral interaction

Subsidiary Aims

  • To provide students with sufficient time phrases under the topic of grammar using the prepositions of time


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

T prepares a set of pictures to tell a story to the class about his/her daily routine and while telling the story he/she puts emphasis on the prepositions of time using stress. After uttering every sentence for each picture there will be a storyline on the board without sentences. Students are then asked to remember what the T has uttered for every picture and produce the sentences to share with the WC as T finds the relating sentences and sticks them under every picture. T goes over the prepositions written in bold in each sentence and drills with the class.

Exposure (10-12 minutes) • To provide a model of production expected in coming tasks through reading/listening

Sts are given a tiny HO that consists of four questions about Amelia`s day. Sts work in pairs to complete the gaps with the suitable preposition. After sufficient amount of time given to the students, T asks for volunteers to come up to the WB and fill in the blanks with the appropriate preposition of time and place. T makes corrections where necessary. Following this HO, T sticks the prepositions of time 'in |on| at` on the board. Students are each given a time phrase which they are expected to stick under the appropriate preposition. In order to prevent chaos T calls out the prepositions one by one and the student holding the matching half come up to the board and paste under the suitable column. T asks students to discuss whether all columns are correct and go over them together. while explaining the use of each. After having all the prepositions in the correct column. Sts are given a listening task where T pauses after the time phrase and Sts are expected to drill adding the appropriate preposition to the beginning of each time phrase using the WB as a guidance when necessary.

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

T provides Sts with extra information that may come in handy while working on their productive skills. T tells the students that 'in & at' can also be used to describe the place. and gives two examples or each; > in the classroom > at school T also informs them that when they aren't sure about a topic they may say; > at about 6 > it depends > if I have time, .... T informs the class that in order to ask questions we need to use `do you` after `wh` questions. > What do you do in the evening? > What time do you have lunch?

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

After giving them the basic language they need to interact with one another, T models the next task with a students reflecting the interview on the WB. Then T hands out the interview page and tells students to ask questions to one another and fill in each gap just like they did. students are given sufficient amount of time to work on asking and writing down the answers of each question. Then in turns students talk about each other by sharing their information with the WC. T then asks a few last questions to wrap up the context; > Who do you think has a more stressful day? > You or your partner? > Why?

Feedback and Error Correction (2-4 minutes) • To provide feedback on students' production and use of language

Sts are asked a few CCQ`s In order for the teacher to do the concept checking. > Do we use `in| at' only for time? > What do we use `on` with? > What do we need to use to ask a question? > what do we use with `weekend`?

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