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Teaching Practice 2
Elementary level


In this lesson, Ss learn different time words (minute, year and the like) that enables them to answer the questions in the context of telling the time. The lesson starts with showing a big paper clock to elicit the topic. Later on I will be eliciting and drilling the time words then Ss will do an activity based on the target vocabulary in two groups. As the lesson goes on I will introduce different ways of telling the time and also asking and answering questions about time. At the end after different activities and practices, Ss will be divided into two teams and do an energetic activity.


Abc Colored papers
Abc HO 1
Abc HO2
Abc HO2- cut
Abc HO 3
Abc HO 4
Abc HO 5
Abc HO 6
Abc HO 7
Abc Audio File R2.10
Abc W/B
Abc Grammar (Power Point slides)

Main Aims

  • To provide clarification and practice of language used for Telling the time

Subsidiary Aims

  • To provide specific information listening practice using a text about time in the context of Telling the time
  • To provide accuracy and fluency speaking practice in a conversation in the context of Telling the time


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

At first i will stick a big clock on the WB and elicit the word "clock" and then elicit its use. Then I will elicit time words by showing them on the clock by moving hands or giving them some clues like "24 hours is ..." for eliciting "a day" and drill the words at the same time. Then I show them the written form of the words (small cards) and as they are repeating the words I will stick the cards on the WB next to the paper clock. Afterwards, Ss will be divided into two groups by the use of colored papers and will complete HO1 together and there is a group feedback at the end.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Ss sit in the horse shoe style and I set the big paper clock to seven o'clock and ask them "What time is it?' and elicit and drill "seven o'clock". The same will happen for five different times. Here I will try to elicit the first way of asking and answering the time by writing "A:........................?" on the WB and elicit "What time is it?" and write it on the board then write "B:...................." , elicit "Seven o'clock". Now, I will pair them and give them small paper clocks with moveable hands and ask them to set different times and ask and answer the target question with their partner. At the end we do open pairs feedback with volunteer pairs.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Ss sit in pairs. Introduce HO2 (folded) and give them names of the pictures to match them with their partner. I write the answers on the board and ask them to check their own answers.Then, give them the times related to each picture and ask them to match.

Clarification (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

Now I should elicit other ways of saying time. I write (or show by paper clock) "1:20", "2:50", "2:15" and "2:45" to elicit the TL (after, two, quarter and half). I will drill each after eliciting. Now they should match different times on the paper to pictures on HO2 in pairs and after that I will give them the answer key(HO3) to check their job with.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Give them HO4 and ask them to complete it individually. Then ask them to check their answers in pairs. Whilst give them the answer key(HO5). Afterwards give them HO6 and instruct them to listen to the audio file and complete it individually. Then do WC feedback.

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

Turn on the OHP and show Grammar (Power Point slides). Elicit the gaps and drill focusing on pronunciation(put marks for stressed parts) and accuracy. Then move to the second slide and elicit the TL (at, from, to) and drill the sentences. Ask Ss to make their own sentences and check in pairs. Do some individual feedback.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Give Ss HO7 and ask them to draw hands for three of them. Ask Ss to stand up and ask three different friends the time of their clocks and complete them and answer questions as well. Whilst monitor and listen to pairs for errors for error correction (delayed). Do open pairs feedback. Do error correction.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Draw two big clocks on the WB. Divide Ss into two teams standing in two lines facing the WB. Give each group a marker. The first person in each line should draw the hands for the time that I say out loud as soon as possible.

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