What Time is it, Mr. Wolf? 2 -  LPN10

Teaching targets (varies based on levels)

​Verbs: (go to) school, (eat) breakfast, (go to) bed, wake up

Nouns: clock, wolf

Prepositions: at

Questions: What time is it? What time do you ______?

Sentences: It is one o'clock. I go to sleep at _____.

 

*vocabulary in italics is for lesson 2

 

Lesson Plan

​1. Hello Song / 5 minutes (recommended for younger groups)

2. Recap last session's target language / 5 minutes

Take out the flashcards from the last session and see who remembers the words or phrases

3. Story: (What time is it, Mr.Wolf?) / 10 minutes

With these two lessons, we are focusing on teaching time vocabulary and the preposition 'at'. This week emphasize using the preposition 'at' with your time sentences.

Read through the book, concentrate on encouraging repetition of your target words and or phrases. Give time for the STs to see all the details in the pictures.

4. Game / 15 minutes

Introduce the flashcards one by one, displaying each one on the wall. Encourage the group to repeat the words several times as they are introduced. This can be done before or after the story.

Play some vocabulary integration games to make it fun and enhance word retention.

Create a time on your clock FC, mime an activity and a student must correctly phrase a sentence using the time and action provided. For younger students, phrases are acceptable or just guessing the time or action.

Students can make learning time a fun activity by being a clock themselves. 

They can use their two hands as needles of the clock and try create a time for the class to guess. In case of any difficulty, they can also imitate an activity that is done at that time.

 

For older groups, now drill down to aim at the target language listed next to Extra Traction and, according to the level, Extra Prep. above.

 

5. Song / 10 minutes (recommended for younger groups)

Recommended for groups under 8 years. Older groups can move straight onto the individual activity time.

 

 

 

 

 

 

 

 

You can change the lyrics and use respective vocabulary instead (e.g. “The giraffes on the bus go up and down…”)

 

6. Individual activity/ 10 - 20 minutes

The aim of this section in the session is to spend time with each ST individually. Encourage each ST to either repeat vocabulary and sentences or to produce them independently, depending on their level.

Initiation HO: can be used for colouring as you interact with each ST individually or, for olders, explain and request that they follow the instructions for the exercise.

 

7. Recap / 5 minutes

Briefly, have STs recall the vocabulary they just learned.

 

8. Goodbye Song / 5 minutes (recommended for younger groups)

Remember to consult our level guideline regularly to ensure the best progression for your groups.
 

Carnet de Voyage

The parents have access to the Carnet de Voyage from the beginning of term so that they can accompany their children to discover, progress and enjoy English. Teachers are advised to check the Carnet de Voyage each time to ensure the content reflects the session content you are planning to use.