Nigel Crowe Nigel Crowe

TP3: What's the Time
Beginner A1 level


Students will practise reading skills and the vocabulary of telling the time in the context of daily routines.


Abc Olga and Ben
Abc Susannah and Marcus's jobs
Abc Go to bed, sleep, get up
Abc Writing times

Main Aims

  • To provide gist and specific information reading practice using short texts about daily routines and the times at whioch things are done..

Subsidiary Aims

  • To provide practice with use of the vocabulary of time expressions.


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

Distribute A3 'one day' sheets with pictures. Play first 15 sec of video of cross-country runner. Model placement of first picture in sheet. Ask pairs to listen and place all pictures in the correct places. Play whole of video. Check placement of pictures. Hand out words. Model placing first word in correct place. Ask pairs to put words in place.

Presentation of grammar structure (5-6 minutes) • To prepare students for the language of the text and to respond

Elicit sentences from Cross-country runner exercise. 'When does he get up?' 'What does he do at 9:30?' What time do I / you / we / they / Robert and Mary get up? does he / she / Robert / I / You / We / They / Robert and Mary get up at 10 o'clock in the morning He / She / Robert gets up 9:30 afternoon half past 7 evening at night

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Give pairs: go to bed / get up / sleep activity Check answers... If time, give Olga and Ben activity. Check answers. Play sound clip 52 (or just say aloud)

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed reading/listening tasks

Distribute 'Susannah and Marcus's jobs' handout to pairs. Gist question. What is Susannah's job? What is Marcus's job? 20 second task. Read for gist. Who is talking, Susannah or Marcus? Distribute 'When does Marcus get up?' to pairs. Ask 'When does Marcus get up?' Model filling in on sheet (as in cross-country runner sheet). Uninterrupted reading. Check for completion. Those who finish: in pairs: 'When does Marcus...?' 'Marcus ... at ...'

Post-Reading/Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Set new pairs by assigning numbers. Move to new places. Q & A. Ask students 'What time do you..." questions. Refer to grammar on board. Ask students to interview each other using structures learned in lesson. Each student tells class one thing about their partner.

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