Perdi Brown Perdi Brown

TP5 Telling The Time
Elementary level


Students learn how to tell the time, how to ask the time and are given the chance to use this knowledge during speaking and listening tasks. They learn new lexis to say what they do at given times and practice this lexis.


Main Aims

  • To introduce students to functional language in the context of telling the time and give students sem-controlled speaking practice

Subsidiary Aims

  • To give students practise in listening for specific information and semi-controlled speaking for accuracy


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Write different times on the board Ss work in pairs to ask each other 'what do you do at .... most days?' answer the questions and ask them back to partner.

Pre-Listening (6-7 minutes) • To prepare students for the text and make it accessible

Ss work in pairs to say the times on the clocks. Monitor for help needed Feedback- Nominate students to say each time

While-Listening (8-9 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ss listen to the text and complete the clocks Ss check their answers against the audioscript in pairs. Feedback- Nominate students to give answers. Practice speaking the text but change the times. Monitor for error corrections

Functional Language (11-12 minutes) • To introduce students to the functional language used to tell the time

Draw a picture of a clock on the board. Write the numbers on. Put cutouts on the side of the board with all the times individually. Ss match the times to the correct positions on the clockface as a whole class. Monitor to check ability, quiet students participation and error checking Ss sit down Feedback- anybody disagree with what has been put? model and drill any pronunciation errors. Model and drill sentences It's eight o'clock etc

Controlled practice (13-15 minutes) • To provide controlled oral practice of the new vocabulary

Ss get into A and B pairs. Model and drill questions for accuracy Look at the questions and prepare answers. Ss ask for help if needed. Ss ask questions in their pairs. Monitor for error corrections and any help needed. Feedback- Ss summarise what they found outabout their partner and feedback to whole class. Ss work in different pairs. What do you do at these times? Ask and answer. Monitor for error corrections and any help needed. Feedback- Elicit answers from a couple of students for a couple of times. Go though error corrections if any. (If time Ss get into pairs, pick a time card and tell their partner what they do at that time. Swap over. Monitor for understanding and help needed. Feedback- students tell the whole class, when nominated, what their partner does at a given time.)

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