Goli Goli

Telling the time
Life Style, Ele, Pearson, 2010 level


Firstly sts have a review of "adverb of frequency" and "prepositions of time" through a whole class game and a gap filling CP. Afterwards, T start the lesson with a warm up game about numbers to check sts's knowledge of numbers. Then leads the class in a test- teach-test way so that she firstly asks sts to do a matching task, then she has a presentation about "telling the time" concerning their weaknesses. Afterwards, sts will do a grabbing task for practicing the time. At the End sts will practice using "telling the time","adverbs of frequnecy" and "proposition of time" through two productive tasks named celebrities interview and decision making tasks


Abc Course book, , board, pictures, realia, cards, adapted worksheets from course book

Main Aims

  • Sts practice speaking for accuracy about telling the time in the and for fluency in the context of Rutine activities

Subsidiary Aims

  • Sts reviewthe Grammar of "propositions of time" and "adverbs of frequency"


Revision (0-8 minutes) • Reviews of " prepostions of time" and "adverbs of frequency"

T greets sts and asks them to do exe 1 in the worksheet which is about "prepositions of time". CCQs: Can you write verbs in gaps? What can you write? How many words you can write in each gap? Sts swap their papers and correct each others and and the end T gives answer sheets. T draws Amy's picture and stairs on the board and writes each of Amy's activities on each stair and writes "Never" beside the lowest stair. T says Amy wanna goes up the stair but she should tell a sentence in each stair if she wanna go up. T models the first sentence: I never Play basketball . T asks: can you say other sentences.

Test (0-5 minutes) • T tests sts to know how much they know about time

T asks sts to match the cards of time in groups. FB: Sts go to other groups and check each others' answers.

presentation (0-10 minutes) • T teaches Lexis and time

T pastes pictures of analogue clock and digital clock on the boards and elicit their names. If sts don't know them , T teaches them.(drilling, spelling, stress). T points to the clock on the wall and asks them " What time is it?" T elictes and teaches minute hand and hour hand. T points to minute hand CCQ:Does it show hour or minute? what is it? teaching minute hand T points to hour hand CCQ: Does it show hour or minute? what is it? Teaching hour hand T points to 8:00 CCQ: what time is it? can I use o'clock here? T points to 8:20 ICQ: what time is it? Can I use o'clock here? why? T point to 8:15 and asks ICQ: what time is it ? can I say it's quarter past eight. T boards quarter T points to 8:30 ICQ: What time is it? Can I say it is half past eight? Can I say it is half to nine?T boards Half T points to 8: 45 ICQ: what time is it? Can I say it is quarter to nine? can I say it is half to nine?

practice (0-10 minutes) • Students practice telling the time

CP1:T pastes digital and analogue time on students' back and sts should ask " what time is it" find each other. An analogue time should find his/her own digital time. T Models one. ICQ: should you sit on your chairs and ask question? can you walk? What is the question? FB: same times should beside eachoother and T checks them. CP2: T divides sts into groups. Each Group has a set of cards including digital time. T says the time and sts should grab the cards as fast as possible. T model first ICQ: How many cards you can pick when I say half past two? Can you takes two cards each time? Should You do it slowly or fast? Can you pick 8:30 if I say seven thirty? Are you the winner if you don't have any cards? Who is the winner?

productive tasks (0-12 minutes) • Sts practice speaking for accuracy qnf fluency in the context of a celebrity's routine life

T divides the class into two groups and paste the picture of a TV presenter and a actor on the board and introduces her favorite actor. T asks one group about their favorite actors and asks the other one o be TV presenters. TV presenters should asks questions using information their cards. T reminds them they they should memorize their answers and they can use adverbs of frequency, prepositions of times while they are talking. ICQ: Who can ask questions? Can you ask your questions from two actors? T monitors sts and takes notes of their good and weak language points TF: T asks TV presenters what do they remember about actors? T asks the nominated actor whether the TV presenter is true or false LF: T boards their mistakes on the board.

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