A.M A.M

> Function | Asking for information > Vocabulary | The time > How to | ask for information
Elementary A2 level

Description

Ss learn/revise how to say correct time and learn how to ask for and buy things in tourist places. They also practise listening for key words and asking for clarification.

Materials

Abc Worksheet - Choose the correct time
Abc Worksheet - What is a time?
Abc Worksheet - Tour Operators
Abc Worksheet - Time Match

Main Aims

  • To provide clarification, review and practice of language used for telling right time in the context of the time

Subsidiary Aims

  • To provide practice of language used for asking for information in the context of travel

Procedure

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

Revision of clock times and routine verbs Write the following times on the board: 7.00,8,00, 9,00, 12.00,5,00, 7.00,9,00, 11,00, Then model/drill What do you do at 7 o'clock every day? Elicit Ss' answers, e,g, I get up. Revision of jobs Ss will get card, fill the gaps, then each of them will read the information on the card, while others must guess the job.

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

4A Create interest and activate ss' knowledge of the world. Ask questions based on the Culture notes above, e.g. Where's Hong Kong? Do you know it? Is it a city or a country? How many people live there? Ss then open their books and look at the photos. Use them to check the meaning of new words in the leaflets: island, harbour, port, night tour, tram ride, view, buildings, Chinese junk, city lights. Give ss 3-4 mins to read and underline the answers in the leaflets. After reading, Ss compare and discuss their answers. In feedback, teach / check essential vocabulary in the answers. B Introduce the listening: tell Ss they'll hear a man and woman who want to book one of the tours. After listening, Ss compare their answers. 5A Give Ss 3 mins to write the questions and compare answers. Check ss answers.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Vocabulary - the time 1 A Explain the time and note that we can use minutes with all clock times except half past, We usually shorten it with five/ten/twenty/twenty-five, Drill and correct this error whenever necessary. B First, check/ drill the two ways of telling the time in question 3, ss then do the exercise alone and check in pairs. C First, model and drill the example question/answer in open pairs.

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

Worksheet - show the right time. Ss will draw arrows to the right time. 2A ss listen to the CD and compare their answers. In feedback, play the CD again. Pause to elicit each answer, ss then listen again and repeat the times. Worksheet- Choose the right time. Ss must choose the right time from the three given options. B Divide the class into As and Bs and tell them to look at the relevant pages in the Communication bank. Give ss 2 mins to practise saying the times shown on their clocks. Then put ss into A / B pairs and give them 4 mins to ask/answer the questions. Worksheet - Write right time. Ss will look at the picture and fill the gaps. 3 Pair work. Ss ask and answer questions using daily routine phrases.

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

Play the first question of tour listening again. Write it on the board and elicit the stressed words. Then play the other questions. Nominate Ss to write them on the board and underline the stressed words. D Remind Ss to focus on answering the questions when listening. Play the CD again if necessary after Ss compare answers.

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

LEARN TO show you don't understand 6A Give Ss time to read the text before listening. Play the CD. Ss underline their answers and then compare them. In feedback, check answers and ask Ss if they've ever had a similar experience. B Ss could first listen and underline the stressed words as shown below. When they repeat the sentences, check that their intonation rises and falls in the same way as the recording: Could you speak more slowly, please? Excuse me, eight o'clock? Sorry, could you repeat that? C Encourage your Ss to say their own/invented addresses and phone numbers.

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

SPEAKING 7 A First, check the rubrics and put Ss in A/B pairs facing each other. Ss A look at p 161 and Ss B ask the questions to complete their notes. B Ss change roles for the second role-play. Worksheet - Tour operators. Ss will choose one of the tour and write down their own created information about that tour.

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