Meredith Bannon Meredith Bannon

Teaching Practice 2a
Beginner level


The lesson will start with the topic of clocks. From there the students will practice the TL first in general by ranking them. Then in a controlled practice they will match times. After 2 controlled practices, and a checking practice that involves listening there will be game time. 10 minutes at the end will be dedicated to a competitive game (between Clock Team and Time Team) where the students need to use the what they have learned.


Abc Handout 1
Abc 6 Clocks
Abc Big Clock Print-Out

Main Aims

  • The main aim of this lesson is for the students to be able to tell the time in English. This includes all different ways of saying the time (half past etc.) and also the terminology involved in explaining different times (from, at, to).

Subsidiary Aims

  • Reading, Listening, Speaking UPDATE
  • The students will get practice in reading, listening, and speaking contexts related to telling the time.


Warm Up (3 minutes) • To get the students talking, to elicit the subject, and to set the stage

Pre-set up projection of interactive clock on WB. (Prepare a construction paper clock in case the projector fails). Welcome the Class. Ask how they are. Sit down at the computer and gesture towards the WB. "WHAT IS THIS?" Practice asking what time it is a couple of times to get them warmed up. "WHAT TIME IS IT?" Do not correct anyone who says it wrong yet but if someone says the time correctly get them to SPEAK UP and tell the class what time it is. Try and use their names

Testing Part A (3 minutes) • Set a task to determine how much the Ss know about the TL.

Turn back on the lights and turn off the projector. Handout 1 to all the students (FLIPPED OVER!). Get everyone's attention and go over flipping the paper. INSTRUCTIONS: Demo putting words in order. Very simple and not related to time on the WB top left hand corner. (45, 6, 8, 10)-----> How do we put these in order from smallest to biggest. Have the students shout out what goes first, then second, etc. Explain they are to talk to each other and figure out how to put the TIME words in order. ICQ: ARE WE PUTTING THESE WORDS IN ORDER? You have 2 minutes. HOW MANY MINUTES DO YOU HAVE?

Testing Part B (3 minutes) • Set a task to determine how much the Ss know about the TL.

While the students are working put 1-7 in middle left hand corner of WB. Label 1. Second. Then go around with 6 markers and tell each person to go up and label 1 of the times. Go through each and have the class repeat the word loudly together. Just speaking out loud: Very slowly and clearly. Repeat until they respond with the correct answer. 60 seconds = WHAT? (1 minute) 60 minutes = WHAT? (1 hour) 24 hours = WHAT? (1 day) 7 days = WHAT? (1 week) 12 months = WHAT? (1 year) Focus more on meaning than on pronunciation.

Elicit (4 minutes) • Get students to ask What time is it? And respond without telling them

FLIP HANDOUT 1 over. Make sure everyone is listening and mime flipping over a paper. Quick turn back on Projector (turn off lights if necessary). DO NOT TALK TO MUCH. Place a time on the WB projector and point to it. If they don't say anything say IT IS_______. Go around and around the clock. They will catch on and start saying the time. ANSWER: IT IS _______. WHAT IS THE QUESTION? HOW DO YOU ASK THE TIME? Once someone says What time is it? Repeat the question. Then sit back down and repeat the exercise with the times. WHAT TIME IS IT? IT IS _____. DRILL

Controlled Practice A (3 minutes) • Setting tasks to further practice and use TL.

Put up another picture of a clock. WHAT DO YOU THINK THIS IS? Elicit the response "I think it's a clock." Draw a stick man with a speech bubble "I think E is a clock." FLIP BACK OVER THE HANDOUT. Look at the pictures in 2a. WHAT DO YOU THINK THEY ARE? Quickly discuss with a partner and think what they are. YOU HAVE 2 minutes. Quickly I think A is a _______. I think B is a ________. I think C is a _________.

Controlled Practice B (2 minutes) • Setting tasks to further practice and use TL.

PART B. Circle it in the air. five o'clock is what picture? PICTURE A BY YOURSELF. 1 minute to do part b. Match the pictures to the phrases. ICQ: Are we matching? Are we working alone? Have students shout out the answers. No need to write them on the board.

Controlled Practice C (4 minutes) • Setting tasks to further practice and use TL.

IN ENGLISH THERE ARE DIFFERENT WAYS TO SAY THE TIME. Write on the board. Eight fifteen and A quarter past eight are the SAME. ARE THESE THE SAME? Call on someone who has not talked. Write Quarter, half, past, to HOW MANY MINUTES ARE IN A QUARTER? HOW MANY MINUTES ARE IN A HALF? IS PAST AFTER OR BEFORE? IS TO AFTER OR BEFORE? Demonstrate. A quarter to four. So that is fifteen minutes before four o'clock. Which is 3:45. Which picture is 3:45? Picture D. With a partner quickly do part C. 2 minutes ICQ: Are we doing this quickly? Are we matching the photos to the phrases? Ask the students to shout out the answers.

Checking Practice A (3 minutes) • Checking the students comprehensive of the TL

Now everyone look at exercise 3. DEMONSTRATE. IN picture 1. Five past_____. It is five minutes past what hour. It's 1:05. So it is Five past ONE. By yourself do Exercise 3 by filling in the gaps. You have 2 minute. ICQ: Are we filling in the gaps? Handout Five markers and ask the students/early finishers to write the answers on the board.

Listening (2 minutes) • Have the students listen to the TL and match it to the pictures

LOOK AT the pictures in 2a. Hold up the worksheet and circle it in the air so everyone can see. SOLMAZ Now you will listen to 3 different conversations. How many conversations are you listening to? Read dialogues one by one and ask which picture the dialogue refers to.

More controlled Practice (4 minutes) • Check comprehension of at and from

Write on WB - top right WE USE "AT" FOR TIMES. Example: The class is at 6:30. WE USE "FROM....TO" FOR LENGTH OF TIME: This English class is from 6:30 to 9:00. LOOK AT EXERCISE 5. Demonstrate - What time _____it? What goes in the blank. Fill it in. Now in pairs fill in the the gaps. You have 2 minutes ICQ: Are we filling in the gaps? If people finish early have them get up and go help the people who are still working. Ask the class the answers and have them shout out correct responses. GESTURE (don't point) to people who have no spoken yet to ask the responses.

Freer Practice (4 minutes) • Have the students draw their own times correctly on the clocks, be able to say what time they drew, and also ask what time others drew

!! Time depending!!! If only 10 minutes left do the game instead. (If it is past 7:05 do the game). Hand out the 6 Clocks. DEMO! Put up big clock print-out. Gesture to one student and TELL ME A TIME. ANY TIME. Write the time on the board. And fill in the clock hands. NOW YOU WILL DO THE SAME. DRAW CLOCK HANDS for the first 3 clocks. You have 2 minutes ICQ: Are we drawing clock hands? Yes or no? Once they are finished have the students ask each other what time they drew. ASK YOUR PARTNER WHAT TIME IS IT?

GAME TIME (10 minutes) • Freer practice, fun, test what they have learned, get them up and moving

Put up projector again with the clock. Count out TIME, CLOCK, TIME, CLOCK. (2 bigs groups behind the desks). Clock over here. Time over there. Put two chairs facing backwards. Put one show the digital time and then take away. Have the students turn around, decide what time it is then write it digitally. I will not need a demo here. They will get it as they move along.

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