Ahmed Nouri Ahmed Nouri

Ahmed nouri TP6
Elementry level


To enable the Ss to better understand how to ask about the time and how to say the times for the clocks in the context of daily routines. The students will listen to a conversation and complete the clocks HOs . The Ss will learn the different ways of telling the time. The students will role-play a speaking activity, a conversations between a husband and wife , which will give them the opportunity to use the functional language they learned and practice their speaking skills and exercise telling the time in the context daily routines.


Abc Straightforward: Clandfield, Lindsay(2006) Elementary Student's Book, Macmillan, Unit 5C, ps 56,57
Abc Hand out
Abc Google images
Abc Source of face2face Redston, R. & Clark, R. (2005) face2face Elementary Teacher’s Book, Cambridge

Main Aims

  • To introduce the functional language through saying the times for the clocks, and through listening to a conversation in the context of the daily routines.

Subsidiary Aims

  • To provide Ss the opportunity to use the functional language they learned, and to practice their speaking skills and the use functional language and the vocabulary through a role play activity in the context daily routines.


Warmer/Lead-in (2-3 minutes) • Introduce the language and engage the Ss

I will show the Ss a picture of the O'clock and ask them: What's this? Elicit the name: clock Ask the Ss: What can you tell me about this clock. Elicit: ten to two and one fifty.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through listening

Show the Ss the picture of 5 clocks. Give instructions: say the time on these clocks. check the students understand the instructions. work in pairs. Give the Ss HOs. The Ss do the task. Monitoring and make sure the Ss are doing the task. check the answers with the class. Give the Ss instructions: listen to the audio: Will's conversation and complete the clocks: check the Ss understand the the instructions. Give HOs. play the recording 2 times. Ss work on the task individually. monitor the Ss and make sure they are doing the task. check answers with the Ss.

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

Project an image of the clock on the W/B. point to half past two the clock. CCQs: What time is it? elicit the word half-past. How we say different time during the day? Tech the Ss how to say different times of the day. Explain the meaning of: Draw a picture of a O'clock: with 2:30 on it. Ask : What time is it? Is it 3 o'clock? no is it 2 o'clock? no elicit half past two. It's half past two. It' half-two. explain the form: it's is usual spoken form of it is. it is used as the subject of the verb (be). is: third person singular of the present tense of verb(be). half-two: countable noun. Pronunciation: It's half past-two ɪts hɑːf pɑːst tuː |. Point to different times on the board. Ask Ss individually to answer. model and drill individually and chorally.

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice their speaking skills by using the functional language they learned and the vocabulary in role-play in the context of daily routines.

Show a picture of hospital: Ask Ss: what's this? Who are those people ? What are they doing? Elicit the word:hospital. Show a picture of an office: Ask Ss : what is this? Who are those people? What are they doing? Elicit the word :office Ask Ss : Are those people doing the same thing every day? Do they work in different places each day? What we call it when we do the same things every day? Elicit the words: daily routines. Put Ss into pairs. give instructions: you are going practice play-role between husband and wife: Each Ss will play one role,one Ss play the husband, the other play the wife. Check the Ss understand the task Give Ss the hand out: Ss do the task. Monitoring and taking notes for feedback.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

Highlight and correct the Ss errors, model the language and drill.

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