Arzu Turgut Arzu Turgut

Going Out
Pre-intermediate level


In this lesson, students review their grammar knowledge on preposition of time owing to test-teach-test approach. Firstly, students deal with some questions whose answers should include a preposition of time to test their prior knowledge about the subject. Secondly, students put the right time expression flashcards in the right column on the board to clarify their mistakes on their prior knowledge. This is followed by substitution drill to help students memorise the correct collocation patterns for ecah time expression. Finally, controlled written and spoken practice take place to check students comprehension about the grammar prepositions of time again and also test it if they have still problem with it or not..


Abc Flashcards
Abc Question cards
Abc Gap-fill handout
Abc Sentence Completion

Main Aims

  • To provide review and practice of prepositions of time in the context of Going out
  • To provide clarification of language used for prepositions of time in the context of going out with a friend

Subsidiary Aims

  • To give students controlled speaking practice to develop spoken accuracy.


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

Teacher greets students and says "I will open a song and we listen it and guess which song it is?" Teacher elicits the word 'weekend' which is also the name of the song. She asks them " What about your weekend plan? Will you come tomorrow? What will you do on your holiday? When will you come back?" Take students answers and discuss about it.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

Teacher tells students that they will ask some questions to each other and answer these questions . The questions will be about when they do things and when things happen like the questions teacher has asked in lead-in.Before giving everyone a question card, she says ' Stand up and go around, ask your question to your firends. Teacher uses ICQs to check students' comprehension on instructions. 'Will you write your friends' answers?' 'Will ask just one friend and sit down?' Teacher gives eveyone a question card and students start asking. While students asking each other, Teacher monitors them and take some notes about some answers to correct them during WC FB session. When sts finish asking, they sit down and T get sts to answer some of the questions, especially the ones she noted some error. T makes some error corrections on sts answers during WC FB

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Teacher stick some flashcards with time expressions down side of the board to start with and draws a table with three columns- in, at, on. Then asks students to look at the board and firstly think individually about time expressions and in which column they should be put for a minute and then check their answers with the person who sits next to them. T gets sts to compare their ideas with different pairs. After finishing sts discussion, teacher hands out all the flashcards on board and give one to each student and says "Come up the board and stick the flashcards in the right column on board." She makes an example and tell sts "If you aren't sure, don't worry about it. Just put it on any space on board. We can look at it later." Teacher makes sure the instruction clear with ICQs: "will you come up and stick them on right column?" "If you aren't sure about the right place, will you worry about it?" "Where will you put the words if you aren't sure?" T gets sts to stick flashcards on board. After that, T does WC FB to check the answers and ask the sts' suggestion about the cards which the students put on the other side of the board. Then, Teacher starts to identify all the time expression under the 'in' column by asking questions to sts, e.g: 'What is January?' Can we say we put months under 'in' ? And then T asks sts the time expression should go with in rather than on or at. T makes some generalizations with students and writes these generalizations on board.

Substition Drill (2-3 minutes) • Help students to memorise the right time expressions with the right prepositions of time

Teacher drills correct the correct collocation patterns for each time expression to help sts memorise them easily. Teacher says " I will say a sentence and then I will give a cue word. Change the sentence with the cue word and also you have to change prepositions of time if necessary. She demonstrates an example on this: " My sentence:She went home at 7 o'clock. My cue word: 5 o'clock. Your answer : She went home at 5 o'clock." T also asks ICQs to make instructions clear. "Will you change also prepositions while changing the sentence with cue word? Did I change?" Teacher says first sentence: "I got married at ten o'clock." Cue: 5 o'clock Answer: I got married at 5 o'clock. Cue: Sunday Answer: I got married on Sunday Cue: summer Answer: I got married in summer. Cue: JUne Answer: I got married in June. Cue: FRiday evening Answer: I got married on Friday afternoon. Cue: lunchtime Answer: I got married at lunchtime. Cue: 10th of May Answer: I got married on 10th of May. Cue: 2010 Answer: I got married in 2010. Cue: my birthday Answer: I got married on my birthday.

Test #2 (5-7 minutes) • Check students' use of the target language again and compare with the first test

Teacher shows the paper in her hand and says " There are some sentences about Turkey here and you will complete these sentences with in, on or at and then a time expression." T makes example to make sure. Teacher hands out a paper to each students and they do the exercise individually. Then when students finish, teacher organizes the pairs and gets them to compare their answers with each other. Teacher monitors them and gets feedback.

Free practice (7-9 minutes) • To provide students with free practice of the target language

Teacher organizes classroom to work in pairs and asks students to write 3 similar questions as in the lead-in and when they finish, they ask theirs questions to other pairs who sit next to them. Teacher monitors them and does WC FB

Extra Activity (5-6 minutes) • To use the extra time

Before handing out gap-fill activity to studentsi ,Teacher says " there are some gaps in the sentences here and complete them with ,in,on,at." Teacher delivers the papers to each student and they do the exercise individually. When they finish, Teacher gets sts to compare their answers in pairs. So teacher says " Compare your answers with your partnerts." and shows their partners. Teacher monitors them wh┼čle they are checking teh answers and does WC FB when they finish.

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