mehtap mehtap

Mehtap Çetin - What Time Do you Get Up? - Present Simple
Beginner, Level A1,A2 level


In this lesson Ss will practice daily routines by telling time. They will learn how to tell the time and they will use it with appropriate activities which people have generally done in the morning, in the afternoon and in the evening. First of all they will be shown a clock to elicit time. Then they will listen and write what they hear on the worksheet and they will check their answers between pairs. Drill the exercise to teach to read the time.


No materials added to this plan yet.

Main Aims

  • To provide review and practice of language used for telling time in the context of daily

Subsidiary Aims

  • To provide practice of words used together for daily routines
  • To provide gist listening practice using a text about daily activities in the context of telling time


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

T brings a clock. Elicits the time refences on the clock. Shows them the clocks on the worksheets. Hand out the sheets. Tell them to listen and write the time. Play track 6.1. Check in pairs. Check with WC.

Exposure (5-5 minutes) • To provide a model of the task and highlight useful words and phrases

Make Ss group in two pairs. Give them the country names. Tell them that they are in the counry which is given them. And they will ask time to each other where they are now, what time it is. Model the example.

Listening Task (3-5 minutes) • To provide an opportunity to practice target productive skills

Plan A Elicit asking time in a polite way. T: Show the clock in the class and refer them to ask the time. What time is it? - in a polite way What time is it, please? Write it down on one side of the board. Answer the question. It's 10 o'clock. T :What do you say to the person? Ss : Thank you very much. Listen to the track 6.2 for practice. If they struggle, follow the steps below. Plan B T: by showing 12 - what do you say if you see the minute and hour hand in here?(they might not know minute and hour hand, show it on the clock for defiinition) what does it show? Ss: o'clock T : how do you say the time? Ss : what time is it? Write it down on the side of the board. Ask it in a polite way 'what time is it, please?' T: Tells them to answer the question. Ss: It is 2 o'clock. T: by showing 6 - what's this? how do you say time when you it? Ss: half past T : Make a sentence. Ss: It is half past 2. T: eliciting quarters might me hard for the beginning but if they do the first part well give them it too. by showing 3-9 T: what are they/ what do they refer? Ss: quarter /ˈkwɔː(r)tə(r)/ T shows the way of 'past' and asks Ss what happens if time goes in that way? Ss : past T shows the way of 'to' and asks Ss what happens if time goes in that way? Ss : to Listen to the track 6.2 for practice.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Use visuals to make the context clearer. Ss will practice the words which are used together. Show the pictures and make them guess what they are. Hand out Kim's day and play the track 6.3. Check answers in pairs then with WC. Drill the sentences demostrating the activities on the WB. Focus on the exapmles and elicit some other sentences from Ss. Change the groups and tell them to talk about their a typical day with their groups.

Highlighting (5-8 minutes) • To draw students' attention to the target language

Play the track 6.4 What time do you get up? What time do you have breakfast? Drill the questions with WC and individually. Do you... - falling intonation for Wh- questions Watch out word order. Sentence structure. Write other words on the board. Get them to practice asking and answering questions in different pairs.

Language Practice (5-8 minutes) • To provide students with practice of the task language

Hand out situation cards and let them act out. Ss will use the terms given in the lesson. Model it with a student. After they finish, the swap the cards with their friends and they act out as a different one.

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