Subject: English

Class: 4.a

Topic: Time practice: Whats the time? Its

Author: Lukcs Edit

Number of the lessons: 1

BEFORE THE LESSON Motivation Why is this lesson interesting? The topic and its vocabulary relate to the everyday life. The proper use of time expressions is essential in the succes of foreign language communication. How can the lesson be connected to my During the previous lessons students mainly previous and forthcoming lessons? dealt with the topic of school: they learnt the names of the days and the subjects. Learning the proper use of time expressions learners will be able to speak about their daily/weekly routines. In what ways does the lesson use the We revise the learners preliminary principles of critical thinking? knowledge and carry on with the topic. Learners have to distinguish the use of the prepositions past and to (in connection with time). Aims What information are we going to dealt Learners are acquiring expressions that are with? necessary for them to be able to speak about time. Pupils are learning the proper pronunciation of these expressions as well and they are also writing short minidialogues in order to practice the topic. What will the learners do with the acquired The introduction of the new expressions knowledge? helps learners to broaden their vocabulary in order to improve their speaking skills. They should acquire the proper spelling and pronunciation of the new words with the help of visual and reading materials. Later, they can use the acquired knowledge in everyday communicative situations. Requirements What preliminary knowledge should the Learners have to be familiar with the basic learners have to successfully develop their set of words related to numbers and they
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skills during this lesson?

also have to be familiar with clocks/time in their mother tongue. ON THE LESSON Warm up

How am I going to guide the students to Learners are going to be guided with a help reflect on their preliminary knowledge? of a rhyme and pictures that are related to it. Numbers appear in the rhyme. They should chant it together, line by line. Then, they repeat the rhyme one by one. Meaning making How are the learners going to start making Task 1: Revision of the previously learnt meaning? expressions expressing time with to. Task 2: Checking homework. Task 3: Playing a short game at the board: three-three learners are writing on the board the time the teacher says (red point task). Task 4: Reading comprehension: practicing with the help of the exercises of the book. Task 5: Writing mini-dialogues in the exercise books practicing expressing time. Task 6: Listening comprehension practicing with the help of the task of the book. Writing on the board: ON AT. Explain the learners what is the difference between the to prepositions and the proper use of them (in connection with expressing time). How are the learners going to check With the help of the immediate checking of whether they understood the subject the tasks the teacher can get information matter? whether the learners have understood the topic and the proper use of the expressions. If needed, the teacher gives further explanation and help. Positive and hardworking attitude is going to be rewarded. Reflection What can the learners use the learnt subject With the help of these expressions learners for? will be able to speak about time and later, they will be able to speak about their daily/weekly routines. Evaluation What is going to show that learners actually Learners are able to show/write down the learnt something from the lesson? time expressions the teacher tells them as well as they are able to solve the individual tasks without the involvement of the teacher. Positive and hard-working attitude is going to be rewarded.
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Materials and timing How am I going to connect materials and Materials needed: small watches, exercise timing with the tasks? book, book, board, chalk, pictures, CDplayer, CD. Warm up: 5 minutes telling the rhyme, showing pictures Task 1: 5 minutes revision of expressing time with to Task 2: 4 minutes checking homework Task 3: 10 minutes game at the board Task 4: 8 minutes reading comprehension Task 5: 6 minutes mini-dialogues, at vs. on Task 6: 7 minutes listening comprehension Type of organization On what basis are the learners going to be Learners are working on their own; checking put in working groups? tasks is going to be done together.