Dates and Time Phrases
Upper Intermediate level
To provide clarification of dates and time phrases in the context of past events.
To provide accuracy speaking practice in a conversation in the context of past eve
Procedure (45-59 minutes)
- Greet students. - Ask Ss "Who is the youngest in our group?" - Let Ss make guesses about the year she was born. - Let Ss guess teacher's age and what year she was born.
- Display the second slide of the PPT. - Ask Ss about what they see. - Tell Ss it's a calendar and drill the word. - Ask Ss "What do we use calendar for?" "What can you find in a calendar?" - Elicit the words " days,months, and years". - Ask Ss "How many days are there in a week?" "How many months in a year?"
- Display the third slide of the PPT. - Ask Ss about what they see. - Tell Ss that will listen and underline the years they hear. - Display the answers and and ask Ss "How can we say dates?" - Let Ss work in pairs and take turns saying the dates.
- Ask Ss to say the names of the months. - Let Ss listen to the audio and check their pronunciation. - Ask students "What special occasion do you have in your country?" "What happens in these days?" - Elicit some occasions. - Ask Ss to look at the occasions, and match them with the dates. - Send Ss into breakouts. - In feedback let Ss listen to the audio and check their answers. - Display slide 8, demonstrate the first one, send Ss to breakout rooms to complete. - In feedback elicit and drill the answers.
- Ask Ss to write three important dates from last year. - Demonstrate "My birthday was on the 8th of August" - Send the Ss into breakout let them tell each other about the dates. - Monitor and encourage Ss to ask follow up questions. - Elicit answers from different Ss in feedback.
- Ask Ss to complete the time phrases. - Send Ss to breakouts. - In feedback check further. Ask a true question "When was 1 March?" - Elicit the correct answer "three days ago". - Ask Ss to write 5 of the time phrases. - Encourage self-correction and help those who need it.
- Tell Ss they will work in pairs. - Elicit some examples before they begin. - Send Ss to breakouts. - Monitor discreetly, make notes of any problems with new language. In feedback, write sentences with Ss' mistakes on the board, Ss correct them.