Nasrine elhassani Nasrine elhassani

Evenings and Weekends
Elementary level

Description

This is a language focus lesson. The students will pracrice using timephrases with: in, on, at and every.

Materials

Abc WB - U3c - pp. 17 #2 / HO
Abc SB - U3c - pp. 25 - #9 / HO
Abc SB - U3c - pp. 25 - #9 picture
Abc TB pp 144 / activity cut-up
Abc SB pp 25 - ex 10 HO / pp (106,114, 120) groups A,B,C
Abc SB - U3c - pp 26 / v3.3 Enlarged
Abc TB pp 144 / activity board enlarged

Main Aims

  • To introduce and practice time phrases using the present simple through speaking and writing in context of talking about free time activities

Subsidiary Aims

  • Speaking fluency by doing a questionaire

Procedure

Lead-in (3-4 minutes) • To set lesson context and engage students

T asks: What is today? tomorrow? yesterday? the day before Saturday? or after Monday?

Assessment (5-7 minutes) • To assess Ss knowledge of TL

1. Put SB pp 25 ex 9 diagram on the w/b. 2. T says: In pairs, put the times in the correct places. Points to the w/b. ICQs: Elicit 2 on the w/b. 3. Give SB pp 25 ex 9 HO. T says: You have 3 min. 4. FB: Ss ans & T writes on diagram.

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

1. Elicit sentences with "in, on, at, every" and write answers on the board (with TL in red): - You eat breakfast in the morning. - We come to ITI on Monday. - They don't go to work at the weekend. - I get up at seven o'clock every day. 2. Forms: in+part of the day (During) on+day (when something happens) at+time (exact or particular time) ever to indicate repetition 3. Drill

Controlled practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

1. Chest WB pp 17 ex 2 HO. 2. T says: In pairs, choose the correct answer. Give HO. 3. ICQs: Elicit 2 ans on w/b. 4. T monitors. 5. FB: Ss ans.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

1. Show students TB pp144 cut ups T says: In pairs, put the stacks upside down, don't mix them. Pull one piece of paper. If the words match say "snap". Whoever says snap first gets a point. If you are wrong, your partner gets the point. Whoever gets 5 points first wins. 2. Model with a S (Tahir). 3. Handout cut ups to pairs. 4. Put enlarged game board enlarged picture on w/b. MONITOR. 5. FB: Elicit answers, write on the board.

Free Practice (15-20 minutes) • To provide students with free practice of the target language

1. T chks Ss ability to form questions using "Do you" Form: Do you + verb + time phrase ? CCQs: Should we use Do you in the beginning? Should we use the verb after? Does the time phrase come before or after the verb? 2. T shows SB p25 ex10 HO, p(106,114,120) T says: You will work in A,B,C grps. CHOOSE the correct answer. T hands out HOs. 3. T says: NOW, grp A sit by the window grp B sit in the middle grp C sit by the door side In pairs, chk ans. T nominates FB: chk oraly T says: With your partner write Qs for #s 2-5 using "Do you" ICQ: Are you going to make questions?Yes What does the question start with? Do you Do you use a time phrase? Yes Where will you write the questions? On the handout T monitor - writes mistakes on the board 3. T chests HO. T says: Ask students in the other groups your questions Find 2 yes ans & write the names in the table (point to the table) Every name, one time. ICQs: Should you sit down? No Should you ask students from your group? No What will you write here (point to table)? Names How many names? 10 T monitors - writes mistakes on the board 4. Do a DEC (Delayed Error Correction) 5. T says: Sit down, please. FB: Ask 2 Qs from each grp HO.

Written refernce (1-2 minutes) • To give students a reference to get back to

T hands out SB p26 / v3.3 HO

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