Amirala Mosadeghi Amirala Mosadeghi

Elementary level


In this lesson, the Ss will be provided with the language needed in order to read clocks. This will be done through the PPP method and therefore a number of visual aids exercises and are used to make sure the target language is successfully delivered to the Ss.


Abc Audio File

Main Aims

  • To provide clarification, review and practice of language used for reading clocks in the context of telling time

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of asking about and telling time


Warmer (1-2 minutes) • To bring the Ss into the atmosphere of the class

T will act confused, as if he has forgotten what he is supposed to do and asks individual Ss: - What time is it? - What's the time: - Have you got the time? He then introduces the topic of the class: "Yes. Let's talk about TIME!"

Lead-in (2-3 minutes) • To set the context of the lesson

T will ask Ss: - What time does the class finish tonight? (about 9) - What do you think I do after the class? Go out or go home? - When do you think I sleep? Early or late? What time? - When do you think I wake up? Early or late? What time? T will write the correct time elicited on the board in numbers, and then show it on an analog clock in a slide show and get drills.

Presenting Target Language (7-8 minutes) • To present the target language function and vocabulary items

The analog clock displayed earlier will be used to elicit structures in these forms by changing the second hand of the clock: - It's ten past one. - It's a quarter past one. - It's one twenty, or twenty past one. - It's half past one. - It's twenty to one. - It's a quarter to one. and so on. Drills are taken in this stage after each time is introduced, and this segment will smoothly transit into practice, by changing the second hand and the first hand.

Practice 1 (5-7 minutes) • To practice the newly introduced language function

Ss complete a HO with clocks saying different times in pairs. The answers are checked from the board and then the pairs make conversations like: - What time is it? - It's ... - What's the time? - It's ... - Have you got the time? - It's ...

Practice 2 (4-5 minutes) • To reverse the practice before

The correct answers of the last HO are on the board. The HOs will be collected. A new HO, similar but with empty clocks is given out for the Ss to use the info on the board to fill it. The answers are checked in pair and then on the board.

Listening (3-4 minutes) • To provide listening practice around the same topic.

An audio is played for the Ss and in pairs they are supposed to choose one of the times written on the board. The answers are then asked from the WC and afterwards displayed.

Practice 3 (7-8 minutes) • To practice target language in a more kinetic form

Class is divided into two groups. Each group member will come to the board and play the game "What time is it?" as follows: Each side of the board belongs to one group and has a number of clocks on it saying different times. On each side there are a number of times written on slips of paper and the Ss are supposed to find the time and stick it next to the correct clock. If time, the clocks may change position and therefore the slips of paper have to be re-positioned.

Freer Practice (5-6 minutes) • To provide Ss with the opportunity to use the target language more freely

From each group, one member will come to the board and they will have a conversation like: - What time is it? - It's ... (student's choice) - Thank you. And the person who says thank you has to draw the hands of the clock on the correct time.

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