sarah ann rudd sarah ann rudd

Elementary A2 level


Abc Student B Speaking
Abc Tapescript
Abc Blank Clock Template
Abc Listening Ex - write the correct times
Abc Role cards
Abc Will
Abc Student A Speaking
Abc Will's conversation 1.57
Abc Matching activity - time and activities

Main Aims

  • To introduce and provide accuracy speaking practice of language to tell the time in the context of daily routines.

Subsidiary Aims

  • To practice the use of present simple tense in conversations about daily routines.
  • To find specific information during a listening practice using a text about telling the time in the context of daily routines
  • To provide speaking practice using questionss and answers in the context of daily routines


Warmer/Lead-in (0-5 minutes) • To set lesson context and engage students

Show Ss my watch. What is this? A watch Why do I have it? To tell the time How do you ask people the time? What time is it? OR What's the time? Write structures on the board. Which one is more formal? It is more polite to use 'What time is it?' Draw a clock on the WB. What time is it now? 7.20 Write 7.20 and twenty past seven on the board. Ask 2 Ss to draw the times on the clock. Are the two times different? No. We can say the time in 2 different ways. On your clock write as many time phrases as you can. Give me an example. Half past... In pairs. Two minutes. Get into groups of four. Check if you have the same answers. Think about when you would use the formal and informal questions. You have 2 minutes. Ss write their answers on the WB.

Exposure (0-6 minutes) • To provide context for the target language through a text or situation

Look at the clocks on the OHP. With your partner, ask the informal and formal way of asking the time. Look at the clocks. Answer. You have one minute. Listen to the recording. Complete the clocks. What are you doing? How will you complete the clocks? Ss listen to the recording Look at the tapescript of Will's conversation. Discuss your answers with your partner. Did you get the same answers? Practice the conversations. Change the times. Are you going to repeat the same conversation? No What are you going to do differently? Change the time

Highlighting (0-6 minutes) • To draw students' attention to the target language

Put a picture of a man on the WB. Who is this? Will I need one Ss to come to the front please. I will tell you the name of an activity and you have to act it out. Write activity names on the board. Drill. Use arrows to highlight intonation. Match the daily routine to the different times. Get into groups. Time limit of 2 minutes. Change Ss around so they are working with different SS In groups talk about your answers.

Clarification (0-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Write daily routines on the WB. Talk to your partner about your daily routine. Can you give me an example please. I wake up at ... I go to work at ... You have 2 minutes. What tense are we using? Present Simple Tense When do we use the present simple tense? To talk about daily routines or habits. Things we do everyday. I go to work at 8.00 subject + verb + ****** What about he/she? He/she goes to work. Elicit from Ss. How do you make questions? ------------------------------------------ What time do you get up in the morning? Drilling What time do you .........? Elicit from Ss. What about making the sentence negative.? I don't go to work at 8.00 She/he doesn't go to work at 8.00 Use timelines to show the difference between past simple and present continuous tense if Ss ask questions or need further clarification. Write the words on the WB. go to work go to university eat breakfast go to the gym go to bed Use the present simple forms to ask each other questions about your daily routines. Use negative and positive answers. Elicit example for Ss. Put Ss into pairs.

Controlled Practice (0-7 minutes) • To concept check and prepare students for more meaningful practice

Put Ss into different pairs. Interview your partner. Ask questions about the activities on your paper. Example...What time do you....? Elicit answer from Ss Elict response from Ss... I want to ask my partner the same question. How can I do this? Elicit "What about you?" Divide Ss into Pair A or Pair B. Give Ss paper. Write the times on the WB. 8.00 10.00 6.00 12.00 Discuss with your partner what you do at these times. In the morning and at night. Ss in same pairs.

Semi-Controlled Practice (0-5 minutes) • To concept check further and prepare students for free practice

Write the names of 4 different characters (mother of newborn baby, house wife, teacher, owner of a big company) on the WB. You are one of these characters. Look at the information on your card. Do not show your partner. Ask your partner questions about their daily routines. Elicit example for Ss... What time do you...? Give Ss role cards. 2 minutes. What is your task? Ask our partner questions Will you answer the questions about yourself or someone else? Someone else Guess which character your partner is.. Ss will get into groups of 4 or 5 depending on how many Ss there are in the class. Explain why you think your partner is that character to others in the group.

Free Practice (0-5 minutes) • To provide students with free practice of the target language

You will write 5 sentences about your daily routine. Do not show anybody. Who are you writing the sentences about? What are you writing about? When finished, mix and collect Ss papers stick around the room. Ss have to walk around the classroom and guess who each piece of paper belongs to by reading the description. Write the name of who you think it is on the paper. Time limit of 3 minutes Collect papers and give randomly to Ss. In pairs read the description and see if you agree with your classmates.

Extra Activity • Activity if the lesson finishes early

Ss will play Bingo using the language learnt throughout the lesson.

Error Correction and Feedback (0-3 minutes) • Highlight any common errors and answer any questions.

Highlight any common errors with MFPA. Answer Ss questions.

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