It's time to introduce 'when'. Students can tell time and can now answer questions in the present simple. It's a perfect time to introduce a number of new verbs concerning everyday actions.
Write a list of times on the board followed by common actions typically performed at the various times of the day. For example:
- 7.00 - get up
- 8.00 - eat breakfast
- 9.00 - go to work
- 10.00 - type letters
- 12.00 - eat lunch
This also gives you an excellent opportunity to introduce some new vocabulary such as the meals of the day, objects at work, etc.
Teacher: (Model the questions to yourself. It would also be a good idea to point to the various times of the day to help students imagine what could happen at the time of day. You will probably also have to do some acting to demonstrate the various verbs.) Ken, When do you get up? I get up at seven o'clock. (Model 'when' and the verb by accenting 'when' and the verb in the question and response.)
Teacher: Ken, When do you eat breakfast? I eat breakfast at a quarter to eight.
Continue to model a number of verbs.
Teacher: Paolo, when do you get up?
Student(s): I get up at seven o'clock.
Teacher: Susan, when do you have lunch?
Student(s): I have lunch at half past twelve.
Continue this exercise around the room with each of the students. Try to include a number of verbs that you have introduced helping to quickly expanding students' vocabulary. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.
Part II: Adding He, She
Teacher:(Now that students are comfortable with a number of verbs, expand to including 'he' and 'she' by first asking a student a question with 'you' and then asking another student a question with 'he' or 'she'.) What time does he get up? He gets up at seven o'clock. (accent the 's' to make students aware of the conjugation)
Teacher: Paolo, when do you have breakfast?
Student(s): I have breakfast at eight o'clock.
Teacher: Susan, when does he have breakfast?
Student(s): He has breakfast at eight o'clock.
Teacher: Susan, when do you come to school?
Student(s): I come to school at a quarter past nine.
Teacher: Olaf, when does she come to school?
Student(s): She comes to school at a quarter past nine.
etc.
Continue this exercise around the room with each of the students. Alternate between asking a question with 'you' and then 'he' or 'she'. If a student makes a mistake, touch your ear to signal that the student should listen and then repeat his/her answer accenting what the student should have said.
Back to the Absolute Beginner 20 Point Program
