Özge Aydemir, Speaking Lesson - Telling the Time
Elementary (A1) level
By the end of the lesson, ss will have improved the accuracy and fluency of their speaking skill in the context of asking/telling the time in everyday conversations.
By the end of the lesson, ss will have been exposed to the TL of "telling the time" via specific information listening tasks.
Procedure (39-49 minutes)
T tells the class to watch the short video about Mr. Bean's morning routine and then talk in their pairs about the similarities/differences between his and their own morning routine. Ss watch the video and talk in pairs. There is W/C F/B.
T displays the HO. T tells the class to look at the clock and write the times individually. Tmonitors. T tells the class to check answers in pairs. T plays the track, ss listen to the answers. The answer key is displayed on the board via OHP. T drills examples chorally and individually.
T sets the task and then gives the HO. Ss listen and look at the times. T elicits meaning of "nearly", "just after", "almost" and "about" by using a model clock. T asks possible CCQs, e.g. "When it's nearly 3, is it a little before or after 3?", "When it's just after 5, is it much later than 5?" T drills examples chorally and individually.
T names the ss as "A"s and "B"s. T sets the task, tells the ss to complete the missing times on the clocks in the HOs by exchanging information and models a split personality example. T uses the possible ICQs at this stage; "Do 'A's and 'B's have the same clocks?, Will you show your paper to your partner?, etc." T gives the HOs for "A"s and "B"s Ss work in pairs and use the TL to complete the missing times. T monitors. As F/B ss look at each other's papers and check their answers.
First, T pairs the ss up based on the time they get up in the morning. T guides the ss to mingle and ask/answer the times they get up, and order themselves accordingly. The ss sit back in this order. Next, T models the task with the W/C. T draws a clock, indicates the time and asks the time. T elicits the answer from the ss. Then, T names the ss as "A"s and "B"s and tells the ss to work in their pairs and ask/answer (A draws and asks, B answers). T asks the ICQs; "Who is drawing A or B?, Who is telling the time A or B?" T monitors and asks them to switch roles. T monitors and takes notes for delayed correction.
T ECDWs the word "hurry". Ss listen to the conversations and complete the blanks. Ss check answers in pairs. T monitors. Ss listen again if necessary. T tells the ss to find the AK under their chairs. Ss practice the dialogues and switch roles. T monitors and takes notes for the delayed F/B.
T arranges the seating as two circles. T demonstrates the example dialogue with the W/C. T asks the ss to ask the times of their daily activities and find out the most stressed person according to the answers. Then, there is W/C F/B.
T boards examples of errors and good usage of English and elicits the correct form of the errors from the ss. T drills the sentences. T uses backchain drilling.