Ahmed Samy Ibrahim Abdelrahman Ahmed Samy Ibrahim Abdelrahman

Telling the time
E,A2 level

Description

In this lesson, Ss learn about time telling. The lesson starts with a short story, followed by a controlled speaking practice through a short role play in pairs. Then, Ss get to practice the TL through a number of exercises and activities. Finally, Ss get to compete in a time telling game.

Materials

Abc Match the times to photos
Abc Clock

Main Aims

  • To provide clarification, review and practice of the set of vocabulary and expressions used in telling the time.

Subsidiary Aims

  • To provide an accuracy speaking practice in a conversation in the context of telling the time.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T uses realia to elicit the word clock. T points out to the clock and prompt Ss to say what a clock is for (knowing the time) T tells Ss that he is going to start the lesson with a story and writes the word story on the WB. T sets the clock to 7.10 AM and says the following: When I woke up earlier today, I looked at the clock , I have at home and the time was....... T points to the clock and prompts Ss to say the time. T says, it took me 30 minutes to get ready, so I left home at...................... Ss say the time. T says, I live in Taksim so I took me 30 minutes to get here, so I got here by........ Ss say the time.

Test #1 (diagnostic) (5-6 minutes) • To test learners' prior knowledge and their ability to use the target language to identify the issues

T splits the class into pairs T writes the following on the board: Today I woke up at....... I left home at........ I got here at......... T role plays the game with one of the Ss T sets a time limit of 4 minutes. T monitors to identify any issues with the TL to clarify it.

Teach (clarifying) (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T projects the picture of a clock that shows hours, minutes and seconds to elicit these words from the Ss. T does some modeling and drilling as in the Vocabulary language analysis attached. T sets the clock to 10.00, 10.15 and 10.30 to elicit the words o'clock, quarter and half. T does some modeling and drilling as in the Vocabulary language analysis attached. T might need to use Turkish coins to help in eliciting the words quarter and half.

Test #2 (Controlled practice) (8-10 minutes) • Check students' use of the target language again and compare with the first test

T splits the class into pairs. T projects ex 2b and 2c from the student's book page 18 and match the first one as a demo. T sets a time limit of 4 minutes and Ss work in pairs. T checks the answers with the WC. T tells Ss that there are two ways to tell the time in English. T prompts Ss to work in their pairs and complete ex 2b. T sets a time limit of 4 minutes. T checks the answers with the WC. T points out the weak form of to in twenty to eleven

Controlled practice 2 (7-10 minutes) • To provide students with a controlled practice of the target language

T splits the class into small groups of 3. T demos the game with one of the groups. T sets the clock to 6.05 and explains that for each correct answer, the group gets a 100 TL. T explains that the winners are the group who collects more money. T explains that we say six oh five instead of six five. T explains that this goes with mobile phone numbers and room numbers using his room key. After a few attempts, T asks each group in turn to set the time he says on the clock himself. T announces the winners

Freer practice (5-7 minutes) • To provide students with a freer practice of the target language

T asks Ss to raise their hands if they have a watch. T splits the class into pairs and asks Ss to use their watches or mobile phone to a certain time and their partner to tell the time they have set. T demos the game with one of the Ss. T asks students to swap roles.

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