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TIMES_Metro Naps
Elementary level

Description

In this lesson Ss will learn how to tell the times, ask questions about times and practice using functional language

Materials

Abc HO_1
Abc Audio
Abc Power Point Slide_1
Abc HO_3
Abc Clock
Abc WB
Abc HO_2

Main Aims

  • To provide clarification, review and practice about telling times in different ways, using times while speaking, asking questions about times within the context of Metro Nap

Subsidiary Aims

  • To provide clarification, review and practice about telling times in different ways, using time while speaking, asking questions about times within the context of Metro Nap

Procedure

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

To the W/C Is there any clock in this class? Ss are elicited to answer the following questions. I can't see well, what time is it? What time do we stop the lesson? What time do you sleep? What time do you wake up? As Ss answer the questions T writes the times on the board. Then T tells Ss to ask each other similar questions.

Presentation & Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T: Let's show these times on the real clock. Clock presentation (to, past, half-past, o'clock, quarters ) is shown. Hour hand, minute hand, O'clock are clarified through eliciting. Ex: it is six o'clock. Some more examples with past, to and quarter, what time is it? What's the time? it's about..are practiced by Ss' participation. T gives instructions about the exercise. (ICQ)-Ss are given HOs with clock presentations asked to complete ex:1 in pairs. The paper is folded and the answers are written at the bottom of the paper. An example is given by T. - 5 to 9 / 8:55 It's five to nine / eight fifty-five Then Ss complete the rest in pairs.

Feedback & Review & Concept Check Questions& Concept Check Questions (3-4 minutes) • To give Ss an opportunity to confirm the answers W/C, check errors, pronunciation check, drill

Answers are checked by eliciting students to write on the WB, next to the slide, showing the times on the exercise. If any error occurs CCQ are asked. Pronunciation is repeated.

Highlighting (4-5 minutes) • To draw students' attention to the target language

T gives instructions about the next exercise. Ss listen to Will's conversation. T gives instructions. Then Ss receive HO's of ex:2 and they complete in different pairs Note: Ss listen to the text again if they need to.

peercheck (1-2 minutes) • to confirm the answers with the peer and encouraged more to speak.

Ss check each others' answers.

Clarification (4-5 minutes) • To clarify the meaning, form and pronunciation of the target language

One of the examples in Will's dialogue will be written on the WB and meaning, form and pronunciation will be studied through eliciting students and marking the grammar with different color on the wb. Drilling will also be applied. Excuse me! What time is it? It's five past twelve.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

Ss will receive HO with TF sentences and work in groups to complete.

Feedback & Review (2-3 minutes) • To clarify the meaning, form and pronunciation of the target language

wc agree/disagree

Semi-controlled Practice (4-5 minutes) • To provide students practice of the target language

Groups of A & B will be formed by Ss and both groups will stand up in front of the WB. Teacher will give the clock to group A and group B in turns, adjusting the clock. S at group A will ask what time '........ .......... do you ........ ?' and S at group B will answer I ......... at ........., then they will swap and do the same practice with different time, then they will be seated.

Free activity - if time permit (4-5 minutes) • to encourage ss to speak more about times of the day.

WC mingles and ask questions and answers each other

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