Example:
Warmer
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Example:
To get students thinking in English, raise energy levels, and to activate prior knowledge.
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Example:
10 minutes
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Example:
T-S
S-Ss
Ss-S
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Example:
T provides a set of cards with words from the previous lesson. T divides Ss into groups. T instructs Ss to pick a card one at a time and describe their word for the group to guess.
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Example:
Ss take it in turns to pick a card and then draw or describe the word to the rest of their group. The other Ss need to guess what the word is.
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Warmer
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To engage the students and get them thinking in English. To help students practice and raise their energy levels.
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7 minutes
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Ss-S
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Tell the students to think and share in pairs about the daily schedule, stating to prepare a table with timing. Students in pairs will talk to each other and use ‘wh’ questions “When” and What time”. Ex: What time do you usually get up? When do you usually have dinner? etc.
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Students will understand the lesson topic and use their previous knowledge to link to new theme.
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Presentation meaning
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To form an understanding that the prepositions : at, in, on, are used to say when something happens.
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10 minutes
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T-s
OCFB
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The teacher will write some sentences on the board with the prepositions of time missing, and ask students to guess. After the sentences completed ask them to try to think of rules and usage of time prepositions. Ex:
1. English class is … 10am … Monday mornings. 2. It is always cold … January in England. 3. It can be dangerous to walk alone … night. 4. I graduated from high school … 2010. 5. The train leaves … 8 o’clock tomorrow morning. 6. I love swimming in the sea … the summer time.
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Use their prior knowledge and check. Compose and comprehend usage of the time prepositions ‘at, on, in’
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Presentation form
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To explain the students the prepositions of time rules to and practice with the prepositions of time on the board, show students when they should use at, in, on in a sentence.
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12 minutes
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T-S
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Positive structure
Subject + verb + place + preposition + time.
E.g. I slept in the hotel at midnight.
She will be in Paris on Monday morning.
We work in the garden in the evening.
Negative structure
Subject + auxiliary +not +verb +place +preposition +time.
E. g: I did not sleep in the hotel at midnight.
She will not be in Paris on Monday morning.
We do not work in the garden in the evening.
Question form
Auxiliary + Subject + verb + place + preposition +time ?
E. g: Did you sleep in the hotel at midnight?
Will she be in Paris on Monday morning?
Do We work in the garden in the evening?
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Students will learn when they use the prepositions correctly. They will be aware of the rules of time prepositions.
Students should fill in the blank space with at, in and on in the worksheet.
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Presentation pronunciation
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To make sure the students to identify the full and contracted forms and enable them to pronounce them correctly
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6 minutes
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T-S
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We pronounce prepositions on and in like that - [ɒn], [in].
At - is pronounced strong [æt] and weak [ət].
At – [ət]express the time when an event takes place.
@ - [æt] it is called at sign. It is as part of an email or hashtag. Use the sentence and time examples in their full and contracted forms. Promote fluency by using CIC.
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Students will improve their fluency and accuracy when pronouncing the target time words. They will learn to articulate both full and contracted forms of time words and prepositions.
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Practice:
Controlled practice
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To help the students put the prepositions of time into practice by using visual aid.
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7 minutes
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Ss-Ss
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The teacher will distribute handouts (Fig. 1) to practice the correct usage of prepositions of time. Students will work in pairs assigned as Partner A and B. In the handout they have ready questions to ask each other and compare whether they have some things in common. After discussions, they will tell about the things in common with partners.
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Practice using time prepositions by asking questions and answering properly.
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Production:
Free practice
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To allow the students to develop the confidence to use the prepositions
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12
minutes
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Ss-Ss
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The teacher will distribute each student with “Find someone who…” handout and instruct them to mingle in the classroom and talk/interview at least 3 students to get the answers for the question/statements given. Thus, they will try to speak and use time preposition. Whet they finish, the teacher will ask some of the students to talk about those whom they talked and interviewed. Student may get more information about classmates making up questions/statements using time prepositions.
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Practice and use time prepositions in the speech
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Cooler
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To review and check students understanding of what they have learned the lesson
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6 minutes
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T-S
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To play, prepare a soft ball that can be easily passed around the class and some fun music. While the music is playing students should pass the ball. When the music stops, the students with ball must make a sentence using one of the prepositions of time. Next, using the sentence the student made, others ask to change the sentence into the third person.
E.g. My birthday is in December.
Teacher: when is her birthday?
All other students: Her birthday is in December.
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Students will practice making prepositions of time sentence. Be able to witness their improved knowledge of the time prepositions.
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Lesson Rationale (700-1000 words):
Cover all the below points:
why you have structured the lesson in the way that you have
what each activity will contribute towards the learning aims and how this will be achieved
other activities that you considered including and why you chose not to use them
what you would do if any of your activities didn’t work in the way you have planned
Considering the age group of the students, I will make the lesson as illustrative as possible. This necessity is also dictated by the fact that the young students came from different countries and their level of understanding of this grammatical structure can fifer.
I chose PPP method for my lesson for its proficient result on taking activities. I hope it’ll be satisfactory for students to learn the rules successfully, and have chosen integrated rules, worksheets, activities.
Besides, I’m sure a PPP structure empowers the learners to develop their knowledge on using target grammar and after that execute their grammar knowledge in their educational comprehension.
The lesson begins with the warmer in which the teacher will ask the students to think about their daily schedule and prepare their own timetable of the daily schedule. Then, in pairs they share the information and ask each other related questions using ‘wh’ questions about their daily activities stating the timing. The activity will encourage the students to interact with each other and share their daily routine. They will more practice on composing questions to ask timing of the daily schedule. Next, in the Presentation: Meaning stage the teacher will write incomplete sentences in which the students should fill in appropriate time prepositions. Discussing the gap spots and the expressions requiring proper time prepositions students will work on identifying and making up appropriate grammar rules for the usage of time prepositions in the speech. They may practice some more examples using their own statement will the help of the teacher. In the stage of Form the teacher will present and give rule for the time prepositions to talk about days, dates, and specific times: A preposition of time can express when something happens at one point in time or when something happens over an extended period of time. Used with days. We are meeting for lunch on Friday.
There is not much to teach on Pronunciation of the time prepositions -at, -on, -in but still the teacher will state that these auxiliary words are unstressed and uttered fall and sometimes hardly heard. The class will practice the pronunciation in chorus just to practice and memorise better. Moreover, teacher will present the transcription of time prepositions on the board. In the next stage which to practice the usage of the time preposition is discussion. Students will interact with each other asking questions using time prepositions and try to identify things in common with partners. Students will work in pairs and each will be given set of ready questions to ask each other. After interacting with partners, they may compare and identify things in common. While students talking to each other, teacher will walk around and observe. In the Production stage the students will do mingling activity. It is popular activity called “Find someone who…” using time prepositions and the activity encourages the students to interact with each other and learn more about each other. The activity is aimed to improve the students’ listening and speaking skills and more reading and writing skills as well. For the activity to be clear and effective the teacher instructs the students what to do and may model one example with the help of randomly selected student. The students should walk around and find a partner to talk to and then kind of interview the partner to find out information about that classmate, certainly using time prepositions -at, -on, in. Thus, they will be able to practice and use the time prepositions in their speech.
Finally, Cooler stage. In this stage Students play, prepare a soft ball that can be easily passed around the class and some fun music. While the music is playing students should pass the ball. When the music stops, the students with ball must make a sentence using one of the prepositions of time. Next, using the sentence the student made, others ask to change the sentence into the third person.
E.g. My birthday is in December.
Teacher: when is her birthday?
All other students: Her birthday is in December.
Students will practice making prepositions of time sentence. Be able to witness their improved knowledge of the time prepositions.
I also considered other exercises or activities in cooler stage, such as matching expressions , however, students use agame as a mode of learning, engage more and use their vocabulary to form creative sentences.
Given the simple idea behind this grammar form and the fact that students do not normally experience any serious difficulties with it, it is reasonable to expect that the lesson will go smooth.
While preparing the lesson plan I planned to have reading activity in which there will be missing time prepositions and students would have to go through an authentic text and fill in with correct time prepositions, but then I decided not to as the text was long and the expressions to use time prepositions were a bit difficult and confusing. Moreover, it is time-consuming to do during the classwork, so it is advisable to assign that activity as a homework. Another activity I thought of doing was listening activity in which an audio with missing time preposition to be played and students had to complete but I noticed that I was more concentrated on gap fill activity whilst there could be done other type of activities on time prepositions.
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Bibliography (if needed):
Raymond Murphy: Essential grammar in use. Cambridge University press 2012, fourth edition.
https:// learning.teflcourses.com/mod/book/view.php?id=9&chaptered=95
https://games4esl.com
All images taken from Google images
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Materials (include all physical copies of the materials you plan to use in your lesson, referenced):
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