Natalie Hideg Natalie Hideg

Talking about daily routines + time phrases with on, in, at
A1 Beginner level

Description

Students will listen to a recording of a lunch between friends. They will make predictions about the picture before they listen, then listen for gist to see if their predictions were correct. They will then listen for detail while answering questions about the German girl Nadine. Students will learn time phrases with in, on and at, and will do work in pairs. If we have time, they will also do a quick controlled activity to test their knowledge about these phrases. Lastly, we will follow up with a speaking activity practicing the TL.

Materials

Abc Starter Student's Book, Face to Face, Chris Redston, Cambridge, 2009

Main Aims

  • To provide gist and detailed listening practice using a text about daily routines in the context of work and everyday life

Subsidiary Aims

  • To provide practice of time phrases in the context of work and everyday life

Procedure

Warm up/lead-in (5-6 minutes) • To revise lesson on time from last week, set lesson context

T writes 'My weekday routine' on the board. Elicits meaning of routine by giving examples of his/her routine during the week. e.g., I wake up at 7 o’clock every day. Model discussion activity by asking students questions about their routine. CCQs Routine – is it a repeated activity? Does it change, or always stay the same? Weekday – Is this on Saturday and Sunday? Or Monday to Friday? Is it when most people work, or don’t work? Everyday – Do I do it just once? Do I do it sometimes? Or do I do it Monday, Tuesday Wed, etc?

Pre-listening (7-8 minutes) • To prepare students for the text and make it accessible

T puts picture on the board. Asks Ss to imagine: 1. What’s in the picture? (What are they eating/drinking? What meal are they having?) Where are they? 2. How do they know each other? T asks questions. Gives three minutes for pairs to chat, does WC FB and writes predictions on the board next to picture.

Listening for gist (7-8 minutes) • To provide students with a less challenging gist task

Do listening once, students check their predictions from previous stage. Check in pairs, WC elicit (with justifications).

Listening for detail (7-8 minutes) • To provide students with more challenging listening tasks

T gives students questions, they have 30 seconds to read them before starting the recording. Students listen to the recording, and answer questions. Can listen a 2nd time if necessary. WC FB – Go over answers, tolerate silence!

Vocabulary (7-8 minutes) • To practice time phrases used in the listening

Ss work in pairs. T gives each group one handout with the time phrases chart. Ss have one minute to write in the correct answers. T writes on board three columns with the prepositions on, in and at. To the group who finishes first, teacher asks them to write their answers on the board for one category. Next group, next category. When students are finished, they check their answers with those on the board. T asks if everyone agrees. This activity can be skipped if time is running short. If I have extra time, do some drilling. Start with last word, do back-chaining.

Vocabulary - controlled (3-4 minutes) • To test if students have learned the time phrases

Ss work on activity individually, check with partners. WC FB.

Production stage - speaking activity (5-6 minutes) • To provide students with an opportunity to practice the TL

In pairs, students use the time phrases in the first vocabulary activity to ask each other questions. T models by asking student a question and pointing at the board. T then asks another Ss to ask her a question. Try to encourage students to combine them Q: What do you do on Tuesday morning? A: On Tuesday morning, I meet my friend for breakfast. Q: What do you do on Sunday at half past ten? A: On Sunday at half past ten, I go to the market. If I needed to cut the first vocabulary activity, give students a handout with the time phrases to use.

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