BASIC

BASIC INTRO
INTRO
BASIC INTRO
Class
Class06
06

CLASS GOALS:

• Question-Words / Interrogative Form;

• Worksheet 8: Simple Present;
• Telling the Time.

MOMENT 1 - QUESTIONS SETTING:

Duration: 30-40 minutes Picture 16

Start the class by correcting activity 3 in worksheet 7.

Students were supposed to create question and sentences for the items worked in activity 2. Follow the
order of the items, checking your students’ answer. Keep record of all the questions on the board. The 14
questions will probably be similar to the following ones:

1. Where do you live? or Where are you from? (location)

2. How old are you? (age)
3. What do you do? (profession)
4. What are you here for? (goal)
5. How tall are you? (height)
6. What color is your hair? or What’s the color of your hair?
7. What color are your eyes? or What’s the color of your eyes?
8. What’s your ethnicity?
9. Do you drink? or How often do you drink? (frequency)
10. Do you smoke? or Are you a smoker? or How often do you smoke?
11. What are your hobbies / the things you like to do?
12. What’s your marital status?
13. Do you have children?
14. Which languages do you speak?

While you work on the questions, show them the difference between question words and the interrogative
forms (yes/no questions). Keep in mind that creating these questions was probably not an easy task for
your students, although they have seen some of them before. Still it’s important that they are aware of the
fact that mistakes are expected.
Afterwards, move to Activity 4. Review family vocabulary taught in the previous class and elicit
as many sentences as possible from students. You will propably have to carry out a brief review on
possessive case.

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MOMENT 2 - TELLING THE TIME SETTING:

Duration: 15-20 minutes
Picture 1

Ask one student: “What time is it?” Then work out your presentation based on his/her answer. Follow the
steps below:

1- At is the preposition used to tell the time;

2- Teach am and pm;
3- Teach o’ clock;
4- Go for a quarter to, half past and a quarter past;
5- Go for coloquial forms, such as: one twenty, two fifty, nine ten…
6- Present some specific times of the day: midnight, midday, dawn…
7- Finish the presentation with parts of the day: in the morning, in the afternoon, in the evening, at night.

MOMENT 3 - WORKSHEET 8: SIMPLE PRESENT SETTING:

Duration: 30-40 minutes Picture 2 (Activity 1)

Picutre 18 (Activity 2)

Students were presented to the Simple Present last class and now they are supposed to move to
a paragraph level of writing and speaking. Keep students in pairs and hand out worksheet 8. The
conjugation of Simple Present shouldn’t be a problem for them since they are only going to use the first
person, yet they may face some difficulties regarding the strong collocations presented in the activity. It’s
the first time they have to handle such a variety of verbs. Give students some time to figure them out while
doing the activity and then, during the correction, explain the ones they don’t understand and provide
some more. Remember that, so far, everything they have been exposed to is pretty new to them, so when
you investigate vocabulary, do not overload your students with much information. Stick to the collocations
presented in the activity and some other ordinary ones.

E.g. Go home / to school / to work

Arrive home / at school / at work
Have breakfast / lunch / dinner / children / a house.

Then, move to activity 2, which should be done individually. They can follow the model presented in
activity 1 but you should encourage them to use new structures that would better describe their own
routines. Don’t demand too much from them, though. Let each student follow his/her own rhythm. Make
sure to walk around giving them individual support and at the same time correcting their paragraphs.
By now, they won’t have to share it with the whole group; that’s why you’re supposed to correct the
paragraphs while they are writing them.
In case you have little time, ask them to do it at home and hand it in to you next class.
Assign activities 3 and 4 as homework.

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CLOSING

In the students’ mother tongue, give some feedback on their progress. Provide them with a brief
explanation of how the workbook functions and tell them that by now they can start doing the activities by
themselves. It’s a good way of practicing what they have learned.
Once again, highlight the importance of keeping in touch with the language. Get some feedback on how
they are using Wise Up Online.

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