Ewelina Ewelina

What time is it? / A typical day
beginner (A1) level


In this lesson, students learn about telling time and daily routines. The lesson starts with the bingo game. During this warm up students will review numbers. After a teacher will clarify topic about telling time after students will be familiar with words like half past, quarter past/quarter to, o'clock. This part of the lesson will concentrate on listening and speaking skills. In the second part of the lesson, students will learn about daily routines. in this part, students will practice speaking and reading skills.


Abc Redston, C. with Cunningham, G. (2015) face2face Starter SsBk 2nd Ed. Cambridge
Abc Redston, C. (2013) face2face Starter TsBk 2nd Ed. Cambridge
Abc Redston, C. with Cunningham, G. (2013) face2face Starter WkBk 2nd Ed. Cambridge

Main Aims

  • To provide specific information listening practice using a text about What time is it? in the context of telling the time

Subsidiary Aims

  • To provide gist reading practice using a text about A typical day in the context of Carol's routine


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

The teacher gives to the student's bingo sheets and explaining how to play. Each of students will say a number choosing from a box. The game is over when one of a student will say bingo, or when it will take longer than 5 minutes.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Stick to the board clock and elicit question: What time is it? Elicit from student answer for few examples times, if they can answer put them into groups and let the match the times to clock in ex 3 using half past, quarter to, quarter past using key half-30 minutes and quarter -15 (just in case ) after check answers and let the students stick correct one to the board Ex 4 let students work in pairs and explain that we can say time in two ways, give students example(s) and let them do ex 4 to match digital clock with correct answer, let them check with answer keys on the wall

While-Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

Play the recording. Students listen and practice the times in ex 3 and 4. highlight the pronunciation of quarter and half, pay attention t word past and notice that we don't pronounce the t and that we use weak form of to in e.g. five to six. Repeat the drill if necessary, pausing after each time for students to repeat individually. Students work in pairs (change working couple) playing in times dominoes game.

While Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Focus students on pictures 1-10 of Carol's routine. Use the picture to teach the phrase daily routine. Students do ex 1a on their own. After they can check the answers with key answer from teacher. Point each of picture and elicit from students answers: have breakfast/lunch/dinner, get home (means arrive home), and we say go o bed, start work and finish work, and work is a noun not verb.As a alternatives to start/finish work you can use example start/finish classes, Play recording. Students listen and practice, ask students to repeat chorally and individually, Highlight the pronunciation of breakfast, lunch and work. Repeat and drill. Check that students remember:morning, afternoon, evening, night. Students do exercise 1c in pairs, check answer with the class

Post-Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students take a look on Carol's typical day and read about her daily routine, fill in the gaps with the correct time. Students listen and check answers, then for w/c FB students matching on the broad correct times with picture. If there is enough time give students task and let them think out f the box: Ask them to tell two days of the week, which their first letter is T but there is no Tuesday and no Thursday. Answer: Today and tomorrow

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