*In supplement to Ventures 3 Unit 6 Lesson C B (p.

75)

My Daily Schedule
Learners: Korean high school students
Learner Level: High intermediate
Class size: ~25
Time: ~20min
Learning outcomes: Be able to use adverb clauses with ‘before’ and ‘after’ in a
conversation. (Focusing on present tense.)

Examples of adverbial clauses (underlined) using ‘before’ and ‘after’, the adverbial
clause tells when the main clause (not underlined) takes place:
o Before I go to school, I put on my uniform.
o After I eat lunch, I play soccer with my friends.
o I do my homework after I watch TV.
o I take a shower before I go to bed.

MATERIALS

• Blank schedule sheets for students to fill out their daily schedule, include space
for students to write the time and the activities they do.
• Pencils
• Whiteboard or chalkboard

BACKGROUND

The theme of the lesson this activity is situated in is “time”. In order for
students to see the relevance of learning language related to time we will be discussing
our daily schedules. This not only allows an opportunity for students to use language in a
meaningful way, but it also allows an opportunity to discuss the cultural differences and
benefits of different schedules.
PROCEDURES

1. Ask some students what they did in the morning. Write their answers on the

board. Use these answers to write example sentences in a vertical format. Keep

examples in the present tense. For example:

a. Before she goes to school, she eats breakfast.

*In supplement to Ventures 3 Unit 6 Lesson C B (p.75)

b. She eats breakfast before she goes to school.

2. Ask students what they notice about the sentences. You’re trying to get students

to notice the grammar forms and how they can be written (the adverbial clause

can come before or after the main clause). Ask if there are any students who want

to come up to the board and underline what they notice.

3. Explain the two ways the sentences can be written. Use the whiteboard to your

advantage and underline the adverb clauses to draw attention to the pattern. For

example:

a. Before she goes to school, she eats breakfast.

b. She eats breakfast before she goes to school.

4. Repeat the same process in step 1, 2, and 3 by asking students what they did at

school today and write the examples on the board in the same manner. For

example:

a. After he goes to school, he talks to his friends.

b. He talks to his friends after he goes to school.

5. Make sure students understand the difference between ‘before’ and ‘after’. This

can be done by providing pictures, either on a projector or with some drawings on

the board of the examples.

6. Pass out the blank schedule sheets and ask students to write their daily schedules

by writing down the times and activities they do at those times. Tell students 5-7

activities will be enough for the activity. Allow students a few minutes to

complete this task.

*In supplement to Ventures 3 Unit 6 Lesson C B (p.75)

7. Ask students to get with a partner. This can be done through asking them to

simply work with the person sitting next to them. Tell students they will be telling

their partners about their daily schedules using the adverbial clauses they just

learned. Remind students of the examples on the board to use as an outline.

8. Once students have finished, ask students about the daily schedules of Korean

high school students. Bring in your own personal experiences of a daily schedule

as a student in high school. Compare and contrast these schedules with the

students and point out the benefits of each schedule. What time do students wake

up? What activities do students do at school? What do students do for fun? What

do students do after school?