09131022 3-B
NOTICING ACTIVITY: LISTEN
AND WATCH
Aim:
The aim of this activity is to make students realize sentence patterns of
timetables. A short video which is brought by the teacher in a flash disk is
introduced with comments in order to attract students’ interest to the
grammatical points. Explicit grammatical rules are not given, instead; rules
are induced from examples introduced in the video.
Grammar Point:
- What time is it? / What is the time?
- It is two
o’clock. / It is ten thirty. etc.
- Have got / Has got
Materials:
- A video (http://www.youtube.com/watch?v=RBvmO7NgUp0)
- A document of timetables (lesson schedule of
the students made by teacher)
- A flash disk or cd for
video
- Pc
- Projector
- Speaker
Techniques:
Question and answer drill
Time:
10 minutes
Procedure:
Teacher explains that people need to use timetables when they want to express
their daily routine, regulate their programme, learn parts of a day and so on.
He or she initiates a video in which there is a song about clocks. Watching and
listening to the video attract students’ attention and make them realize the
usage of hours. After watching and listening to the song, the teacher turns on
a document of weekly schedule on pc. In the timetable, there are lessons of the
students and their hours. The teacher wants the students to answer his
questions about the weekly schedule. He or she says that “Please use only the
hours of the lessons in your answers. Days are not necessary for now. We have
talked about days last week”. For instance, the teacher asks one student “When have
you got Art lesson on Tuesday?” and the student answers “I have got Art lesson
at 12:10”. The students can realize how they can express hours in timetables
and also have got/ has got framework by answering the teacher’s questions.
STRUCTURING
ACTIVITY: INFORMATION GAP
Aim:
The aim of this activity is to teach students how they can understand and
internalize the framework of the sentences of time expressions in their mind.
This activity can make students to enjoy
the lesson and take part in the activity. While they have fun, they also learn.
Grammar Point:
- What time is it?
- Prepositions of
time (on, at)
- Have got / Has
got
Materials:
-A board marker and a whiteboard (a chalk and a blackboard are possible)
- A document of timetables
(lesson schedule of the students made by teacher)
Time:
15 minutes
Procedure:
The teacher draws some clocks on the board. Each of the clocks demonstrates a
time. (03:00, 12:30, 06:45 etc.) He or she writes a question (What time is it?)
and writes a sentence under a clock it’s time (It is thirty nine.) The teacher
should give some examples by showing the clocks on the board and reading their
sentences but does not write under the clocks (01:00- It is one o’clock.),
(10:30- It is ten thirty.), (09:40- It is nine fourty.). Then, the teacher explains
what students should do: The students work in pairs and ask each other times of
the clocks. One student asks the other “What time is it?” and the other student
answers the question and vice versa. The teacher gives five minutes for that
activity. Afterwards, the teacher turns on the document of timetable which is
used in the Nociting Activity. He or she explains what the students should do:
one student asks the other, for example, “When do you have got … lesson?” and
the other one answers it “I have got Maths at 09:40 on Monday.”. By doing this,
they learn and internalize the sentence patterns of timetables. The teacher
gives five minutes for that activity. After these activities, the teacher
should say that have got/has got is only used in spoken language. We use
have/has instead of have got/has got in formal speech and written language (Mr.
John doesn't have any idea about the problem. - etc.). The teacher also should say
that they can use complete sentences in formal language and short sentences in
informal language. For example, when a friend of you asks the time, you can say
only “12:00” but when your teacher asks you about the time, you should say “It
is 12:00 o’clock.”.
PROCEDURALIZING
ACTIVITY: PREPARING A TIMETABLE
Aim:
This activity is used to make students practice the sentence types and
grammatical points they have learned. If they use the grammatical points in
their answers for the teachers questions, then they can easily understand and
use them in daily life. They will become autonomous users of those grammatical
points and they also automatically answer almost all questions including that
subject.
Materials:
- Presentation (http://www.mes-english.com/flashcards/dailyroutines.php)
- Pc
- A flash disk or cd for presentation
- Projector
Techniques:
Presentation, Question and answer drill, Paragraph writing, Getting students to
self correct, Reading aloud
Time:
15 minutes
Procedure:
Initially, the teacher introduces a presentation in which there are pictures and
sentences showing a child’s acts, for example; a child wakes up and there
is a subtitle “wake up”. As picture shows, in the subtitle there is only a verb
not a complete sentence. The teacher asks some students the question form of
the word written in the presentation and want them to answer the question
according to their daily routine with their hours. For instance, in the
presentation there is a verb phrase “go to bed” and the teacher asks it to some students: “When do you go to bed?”. The student who is asked
understands what the teacher wants to learn and answers the question
automatically with using the correct grammatical structure. The teacher should
be tolerant for the students’ mistakes and correct them in a polite way. For
example, using the technique of error correction: repeating the student's answer and
waiting for the correct form or word can be good option for the teacher. (I go to bed at ...? or I go to …? at
twelve o’clock. ) After the presentation ends, the teacher gives five minutes
to students and says that he wants them to make a timetable consisting of five
or ten sentences about their daily routine. When they write their sentences,
the teacher walks around and corrects their important mistakes but not all of
them. After they have completed their task, the teacher wants them to read
their timetable one by one.
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