Bahar Bahar

Telling the time
Elementary level


No materials added to this plan yet.

Main Aims

  • Students will have practiced functional language for telling the time

Subsidiary Aims

  • Students will have practiced listening and speaking


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T - tell students that your watch has stopped. Ask what's the time? Then, licit today's topic. Ss - asnwer T's question.

Test (3-5 minutes) • To gauge students' prior knowledge of the target language

T- bring some pictures on colorful papers with the clocks on them and put them on the board. Give Ss slips of papers, on which the written forms of the times are written. There are 12 papers in total, so one student can get two slips of papers. Ss - stand up and put the written for of the times under the correct picture on the board.

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

T - Focus on the meaning, form and pronunciation. Meaning T- Check the matched papers on the board. Focus on the problematic ones. Take wall clocks to the class. To check their understanding of the concept, ask them to play with the minute and hour hand to show more examples for o'clock, half past, quarter to/past, to/past. Draw a clock on the wall and divide it into two vertically. Elicit which part is past and which part is to. Ss - show their understanding of the concept by showing the time via the clock that the teacher brought to the class. Form T- elicit the form from the students and write them on the board. It's X (o'clock). half past X. quarter to/past X. X to/past X. Ss - completes the form. Pronunciation T - models and drills the sentences. The model sentences are: Note: T expects problems about quarter to/ past and to/past structures mostly.

Test #2 (8-10 minutes) • Check students' use of the target language again

Controlled Practice T- set the task for the game pelmanism with the different clock pictures and the sentences for it. Demonstrate how to play it. First open two pairs which do not match and put them back. Then, Open a pair that matches and get this pair for you after you say the pronunciation. After demonstration, ask concept check questions. CCQS: If the cards aren't the same, will you get the cards? No. (Use your body language) If the cards are the same, will you get the cards? Or will you say the sentence first? The sentence first. (Use your body language) After two cards, can you open more cards? No. (Use your body language) Ss - play the game and practice pronunciation.

Free practice (13-15 minutes) • To provide students with a free practice of the target language

T - get them to listen to some different ways of asking the time. Set the freer practice that they will be able to use what they learned in the listening. Prepare sets of papers of clocks showing the different times. Fold them and write the correct sentence in them. Put this set into the middle of the group. Each student will pick one clock, say the sentence and checks if it is true or false. If it is tru they keep the paper. If it is false they put them back under the set. Ss - practices asking and telling the time.

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