Sercan Guler Sercan Guler

Teaching Practice 5
Upper-Intermediate level


In this lesson the students learn about the vocabulary related to time adverbials. The lessons starts with a practice to test their knowledge on the target language. This will let them move and activate them at the very beginning of the lesson as they will all stand up and write their answers on the board. Then they will have two other excercises on this topic and the lesson will be finalized with a speaking activity related to the context to improve their spoken fluency.


Abc Coursebook
Abc Handout
Abc Workbook

Main Aims

  • To provide review, clarification and practice of time adverbials in the context of autographs.

Subsidiary Aims

  • To provide fluency speaking practice in a competition in the context of creating the best plan to grab a celebrity's autograph.


Lead-in (4-6 minutes) • To set lesson context and engage students

I will start the lesson by telling the students a short anectode about how I started this course by using the time adverbials I am going to use. I will ask them to be careful about the adverbials I will use and how I connect the sentences. It will attract their attention as it will be an anectode both related to the topic they will learn and to my personal life which students are always likely to wonder a lot.

Test #1 (6-7 minutes) • To gauge students' prior knowledge of the target language

After finishing my anectode, I will divide the board into three parts and will give them a handout on which they will match the time adverbials given with three categories which are "to show the first in a series of action", "to show that one action happens after another", "to show the last in a series of action". I will give them two minutes to complete the task on their own and then they will check the answers in pairs. Then I will ask them to come to the board and write one time adverbial under each category. Once they finish writing, I will check if there are any words they are not sure about or they miscategorize. Accordingly I will continue with teaching stage.

Teach (10-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

I will start this stage, optionally clarifying the meanings of the vocabulary if they have difficulties with some of them. If not, I will directly go on with the form of them, more specificly, with "where we can use them in a sentence." I will write an example sentence on the board and will put A before the subject, B after the subject and C at the end of the sentence. I will tell them that we can use the time adverbials we learnt either for "A,B,C" or "A and C". and will ask them to match the adverbials with the two groups. They will work in pairs and then I will give them the answer key for them to check their answers.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

I will give them two controlled activities at this stage. The first one will be a gap filling from the Workbook. They will fill the blanks with the time adverbials given and I will give 1 minute for this activity and they will be working alone. Then they will have a quick peer checking and then I will get a WCFB. I will also start drilling at this point to help the students with the pronunciation of the vocabulary they learn. I will drill chorally, individually and finally in chains to make sure that they pronunce the words, especially the tricky ones, correctly. After drilling, I will give them another handout, on which they will have to choose the correct time adverbial between two options they are given. I will give 3 minutes for this and will get the WCFB after they check their answers in pairs.

Free practice (10-12 minutes) • To provide students with free practice of the target language with brainstorming and discussing in the form of a competiton.

Having finished the practices, I will give them a chance to use their target language in a context. I will divide them into two groups(probably 3 if more students come) and I will ask them to think about a celebrity and plan how they will get his or her autograph in 4 weeks. I will also remind them that this is a competition, and I will choose the winner according to the originality of the ideas they create. I will give them 5-6 minutes to think about their plans in their groups, and then they will share it with the other group. I will monitor them while they are discussing in their groups and will give them a delayed feedback with the notes I take during monitoring. I will ask them to check the sentences I write on the board and tell me if there are anything wrong with them.

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