Kevin O'Grady Kevin O'Grady

Lesson 6 - Time
Elementary level


In this lesson students will learn the functional language for telling time and related vocabularly (at noon, in the evening, in the morning, clock, midday, midnight, AM, PM, nighttime, daytime). The lesson will also serve as a review of the pronunciation of the numbers 1-59.


Abc Whiteboard
Abc Beginner Course Book
Abc Audio Recording Text
Abc Handout 2 - Time pictures

Main Aims

  • To provide review of language used for telling the time in the context of calling a friend/family in another time zone.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation using numbers in the context of discussing the time and when to call a friend/family member.
  • To provide specific information listening practice using a text about with time references in the context of a daily routine.


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

Teacher - Welcome the students and put student names on the board if there are new students that I do not recognize. T-S (1 min - optional) Teacher: My mother had her birthday this week. She is 77 years old now. I am a bad son. I did not called her yesterday. She was at a party. I did not call her this morning either. Can you think why? Elicit from students that she is in Canada. That it is night time there now. How many hours behind? (can use fingers to count 1-8, or elicit 8) T-S 2 min Question: Do you have any family or friends in other countries now/past? Ask your partner, With a partner. S-S 1-2 minutes. ICQ - Discussing? Speaking gesture

Exposure (8-10 minutes) • To provide context for the target language through a listening text

Teacher: Now we are going to listen to my friend talk to her father about her routine and at what time they can talk on the phone. I will give you a sheet of paper with the text. LISTEN (hand tug on earlobe) and WRITE (gesture writing with hand) the times you hear. DEMONSTRATE WRITING ANSWER IN FIRST BOX. ICQs - Say or write your answer? Listening Task for Specific Information - Students listen for times mentioned in the script. S - 2 minutes. Can play 2-3 times as required by students. Teacher - Look at your answer with a partner S-S 1 - 2 minutes. Teacher Draws a timetable across the whiteboard while students complete the S-S task. See layout on attached sheet. Correction: Mark only the time points elicited from students as correct answers. Teacher reads first sentence and marks an X at 6AM. Hand markers to students to do 2 through 8 on the whiteboard. Teacher reads sentence aloud. T-SSS 3 min

Highlighting (2-4 minutes) • To draw students' attention to the target language

Teacher - Using the whiteboard the times of the day. What do you call this time of day? Elicit Morning/Afternoon/Evening/Night with reference to the timeline. What is a clock? Point to the clock in the room and picture on the sheet. T-S 2-4 minutes.

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

Teacher: Hold up Handout 1. Look at the handout. Read it again and UNDERLINE if you think it refers to time (example - night, Thursday) Work in pairs. Gesture students to form pairs. REBALANCE strong students with weak students. You have 4 minutes. ICQ's - how many minutes - Gesture 4. Together? Yes. Teacher to read the text again. Teacher - When I read, you stop me when I say a time. Read first sentence and shout TIME after 6am / in the morning TIME. T-SSS, SSS-T Teacher - MODEL and DRILL time words as they appear. And Form to the whiteboard on the timeline. Teacher - Write this on the Whiteboard at the end: ON MONday, IN wINter, at thAT time

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Teacher - Now look at the clocks on the page. I will give you this sheet with times ALL BEFORE 12/NOON. Gesture to whiteboard. With your partner discuss - Person 1: What time is it where you are? Person 2: It is 2:15 in the morning. ICQ - When are the times? Before NOON Work in pairs? T 1minute (can use strong student as example to model) S-S 4 minutes Teacher to monitor pronunciation and difficulties with form. Teacher. Now look at the clocks again. All the times are AFTER 12 Noon. Gesture and stand by afternoon part of timeline. In pairs, (Gesture pairs) discuss what time is it where you are? It is 2:15 in the afternoon. S-S 4 minutes Teacher to monitor pairs.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Teacher: What is a 24 hour clock? Add 14, 16....24 to timeline. Ask students to say the numbers between 12-24 at random by writing a number on the board. S-S correction. T- S 2 min, We can also say the dates in this way. Have you seen this? Where? Elicit airport, train station, army, ferry. Why? Easy, not confused Write 16:20 on the board. Ask students what time is this. T-S 1 min Teacher: Turn over Sheet 2 - Show sheet 2. In pairs, (gesture) what time is the picture? Is it morning or night? S-S 5 minutes. Teacher to monitor pronunciation. Optional: If students are going quickly - write cities of the world on the board and assign find out time in that city now and to practice. Tokyo, , New Delhi, Karachi, Dubai, Makkah, Moscow, London, New York, Rabat,Bangkok

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Teacher: Now let's talk about when you do things? What is your routine? When is a good time for your friend call you? Think (point to head). Discuss your routine? Teacher - Write on white board T-S 2 min Pair students (with gestures) Rebalance if required. What is your weekday routine? When do you get up? have breakfast? go to work or school? have lunch? go to the gym/play sports? cook dinner? eat dinner? watch TV? go to bed/sleep? S-S 5-6 minutes Teacher to monitor Optional - S-S 5 min Discuss your weekend routine. Do you have one? Same/Different Wrap Up: Can I call you at 11am? Ask students some questions about their routines. Ask S1 to talk about S2s routine. - Can do this for 5-10 minutes as need be.

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