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Basic Speaking Class 7

The document outlines a basic speaking class focused on daily activities, routines, and time concepts. It includes various scenarios, activities, and discussions aimed at helping learners identify and describe their daily activities, tell time, and understand the days of the week, months, and seasons. Additionally, it introduces the concepts of decades and centuries while providing key phrases for effective communication.

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15 views6 pages

Basic Speaking Class 7

The document outlines a basic speaking class focused on daily activities, routines, and time concepts. It includes various scenarios, activities, and discussions aimed at helping learners identify and describe their daily activities, tell time, and understand the days of the week, months, and seasons. Additionally, it introduces the concepts of decades and centuries while providing key phrases for effective communication.

Uploaded by

dahirhasanbijoy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Basic speaking class: 7

Part 1: Daily Activities


Objective: To enable learners to identify, name, and discuss common daily
activities.

Scenario 1: "What Did You Do Today?"

 Activity: In pairs, learners ask each other about a few things they have
already done today.
 Dialogue Prompt (Student A to Student B): "What did you do this
morning?"
 Possible Student Responses: "I woke up and had breakfast." / "I went for a
walk." / "I checked my emails."
 Follow-up Questions (Student A to Student B):
o "What time did you [activity]?"
o "Who were you with?"
o "Did you enjoy it?"

Topic 1: Common Daily Activities

 Activity: Brainstorm a list of common daily activities as a class (e.g., wake


up, get dressed, eat breakfast/lunch/dinner, go to work/school, study, relax,
watch TV, read, sleep, cook, clean, exercise, commute, do laundry, shop for
groceries, meet friends, use social media, listen to music, take a shower/bath,
brush teeth, comb hair, walk the dog, water plants, drive, take public
transport, attend a meeting, teach a class, learn something new). Write them
on the board.
 Task: In small groups, learners choose 5-7 activities from the list and
describe when, where, and how they usually do them.
 Example: "I usually eat breakfast at home. I have coffee and toast while I
check the news on my phone."

Discussion 1: Comparing Daily Activities

 Prompt: "Are your daily activities similar to or different from your partner's?
What are some interesting differences or similarities?"
 Possible Discussion Points:
o Work/study schedules and their impact on the day.
o Different ways people relax and spend their free time.
o How household chores are divided or managed.
o The role of technology in daily activities.
o Cultural differences in daily routines and activities.

Part 2: Daily Routines


Objective: To enable learners to describe their daily routines using sequence
words and time expressions.

Scenario 2: "My Typical Day"

 Activity: Ask learners to think about a typical weekday or weekend day and
make brief notes on the key activities and their approximate times.
 Dialogue Prompt (Teacher to Student): "Can you tell us about your
typical day?"
 Encourage the use of sequence words: first, then, after that, next, finally,
before, after, while, as soon as.
 Example: "First, I wake up. Then, I get out of bed and brush my teeth. After
that, I have breakfast before I leave for work."

Topic 2: Sequencing Daily Activities

 Activity: Provide learners with a jumbled list of daily activities.


 Task: In pairs, learners put the activities in a logical order to create a daily
routine. Then, they take turns describing the routine to their partner using
sequence words and time expressions (e.g., at 7 am, in the morning, in the
afternoon, in the evening, at night).
 Example Jumbled List: go to bed, have dinner, finish work/school, wake up,
get dressed, have breakfast, go to work/school, relax, prepare lunch,
commute home.
 Possible Routine Description: "First, I wake up around 7 am. Then, I get
dressed and have breakfast. After that, I go to work/school. I usually prepare
and eat lunch around noon. I finish work/school in the late afternoon and
commute home. In the evening, I relax and then have dinner. Finally, I go to
bed around 11 pm."

Discussion 2: Comparing Daily Routines

 Prompt: "How is your daily routine different on weekdays compared to


weekends? What do you usually do differently?"
 Possible Discussion Points:
o Work/study days versus days off.
o Leisure activities on weekends.
o Sleeping patterns on different days.
o Social activities during the week and on weekends.
Part 3: Telling Time - Clock Time
Objective: To enable learners to tell and ask for the time using analog and digital
clocks.

Scenario 3: "What Time Is It?"

 Activity: Show pictures of clocks (both analog and digital) showing various
times.
 Dialogue Prompt (Teacher to Student): "What time is it on this clock?"
 Focus on: o'clock, half past, quarter past, quarter to, and minutes past/to
the hour.
 Example: "It's three o'clock." / "It's half past six." / "It's a quarter past ten." /
"It's a quarter to twelve." / "It's twenty minutes past one." / "It's ten minutes
to four."

Topic 3: Asking for the Time

 Activity: Role-play asking and telling the time in different situations.


 Dialogue Prompts:
o "Excuse me, what time is it?"
o "Do you know what time it is?"
o "Could you tell me the time, please?"
o "What time does the [event] start/finish?"

Discussion 3: Time and Schedules

 Prompt: "How important is it to be on time for appointments or meetings in


your culture? What happens if you are late?"
 Possible Discussion Points:
o Cultural attitudes towards punctuality.
o The impact of being late on others.
o Strategies for managing time and being on schedule.

Part 4: Telling Time - Days of the Week


Objective: To enable learners to name and use the days of the week correctly.

Scenario 4: "What Day Is It?"

 Activity: Ask learners what day it is today, what day it was yesterday, and
what day it will be tomorrow.
 Practice: Go through the days of the week together as a class.
Topic 4: Talking About Activities on Different Days

 Activity: In pairs, learners ask each other what they usually do on different
days of the week.
 Dialogue Prompt (Student A to Student B): "What do you usually do on
Mondays?" / "What about on Saturday mornings?"
 Example: "On Mondays, I usually go to work and then have dinner at
home." / "On Saturday mornings, I often sleep in and then go for a walk."

Discussion 4: Planning the Week

 Prompt: "What are your plans for the upcoming week? What are you going
to do on different days?"
 Activity: Learners can share some of their plans using the days of the week.

Part 5: Telling Time - Calendars, Months,


Year, Seasons
Objective: To enable learners to name and use months, discuss seasons, and
understand the concept of a year.

Scenario 5: "Birthdays and Special Occasions"

 Activity: Ask learners when their birthday is and what month it is in. Discuss
other common holidays or special occasions and the months they fall in.
 Practice: Go through the months of the year together as a class.

Topic 5: Talking About Seasons

 Activity: Introduce the four seasons (spring, summer, autumn/fall, winter).


Ask learners what the current season is in their location and what they
like/dislike about each season.
 Discussion: "What are some typical activities or weather conditions in
[season]?"

Topic 6: Understanding the Year

 Explanation: Briefly explain what a year is (365/366 days, 12 months).


Discuss the current year.

Discussion 5: Time and Nature

 Prompt: "How do the seasons affect our daily lives and activities?"
 Possible Discussion Points:
o Changes in weather and clothing.
o Seasonal activities and holidays.
o The impact on nature and agriculture.

Part 6: Telling Time - Decades and Century


Objective: To introduce and understand the concepts of decades and centuries.

Explanation:

 Decade: A period of ten years (e.g., the 1990s, the 2020s).


 Century: A period of one hundred years (e.g., the 20th century, the 21st
century).

Scenario 6: "Talking About Time Periods"

 Activity: Ask learners about significant events or trends in different decades


or centuries.
 Dialogue Prompts:
o "What are some things you know about the last century?"
o "What do you think will be different in the next decade?"

Discussion 6: Our Place in Time

 Prompt: "What are some important events that have happened in your
lifetime?"
 Activity: Learners can share significant personal or global events and place
them within a year or decade.

Part 7: Key Phrases


Objective: To provide learners with useful phrases for discussing daily activities,
routines, and telling time.

Daily Activities:

 "I usually [activity] in the [morning/afternoon/evening]."


 "I [activity] before/after [another activity]."
 "I spend [amount of time] [activity]."
 "I enjoy [activity] with [person/people]."

Daily Routines:

 "First, I..."
 "Then, I..."
 "After that..."
 "Next..."
 "Finally..."
 "My typical day starts at..."
 "I usually go to bed around..."

Telling Clock Time:

 "What time is it?"


 "It's [hour] o'clock."
 "It's half past [hour]."
 "It's a quarter past [hour]."
 "It's a quarter to [hour]."
 "It's [minutes] past [hour]."
 "It's [minutes] to [hour]."

Days of the Week:

 "What day is today?"


 "Today is [day]."
 "Yesterday was [day]."
 "Tomorrow will be [day]."
 "On [day], I usually..."

Months, Year, Seasons:

 "What month is it?"


 "It's [month]."
 "My birthday is in [month]."
 "What's your favorite season?"
 "I like [season] because..."
 "The year is [year]."

Decades and Century:

 "This is the [decade]."


 "We are in the [century]."
 "In the [decade], [event] happened."

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