Thomas Dowling Thomas Dowling

Teaching Practice 2
A1: Elementary level


This lesson will talk about time. Building on a previous lesson of Have/has got, T will introduce time and its parts, as well as associated vocabulary. This will lay the foundation for two S centred activities that will be fun, interactive, and consolidate the lessons objective of teaching time.


Abc Unit 2c: Time and Money

Main Aims

  • Telling the time

Subsidiary Aims

  • Reading, Listening, Speaking


Warmer/Lead-In (3-5 minutes) • To recap the previous lesson and introduce the students to the topic (time) and the lesson objective (to tell the time).

T. will welcome the Ss to the first of three lessons. T. writes a definition based puzzle on the board: 'It tells you the time. You see it on a wall, or a cell-phone, or a computer. What am I?' T. Ss talk the the person next to you. Elicits answers from the class. T. will then hold up a picture of a clock and elicit from the Ss what the lesson might be about T. will then ask for the time using the grammar points from T's previous lesson: Have you got the time? Yes, I have/ No, I haven't; Has she got the time? No/Yes etc. Ss. Ask Ss. if they remember possession pronouns, pointing to Ss to stimulate memory. Ss may respond using the grammar point serving as a recap, but may not be able to accurate express the time. If so, T will tell Ss that by the end of the lesson, they will be able to tell me--and each other--the time (lesson objective).

Pre-teach (6-8 minutes) • To introduce Ss to time parts and vocabulary; show where, how, and why time is important

T. Where can you find the time? T. will do a demo by taking out his cell-phone and showing the students (if necessary) Ss in pairs talk for two minutes. T. will draw a mind-map to collect the ideas. - expected range of responses: a cell-phone, a radio, an Ipod, an Ipad, a computer, a ferry, a train station, a camera, a watch, cooker. Ask students to write on the W/B (3 mins) Why do we need the time? Why is time important? Write these two questions on the board and discuss them in pairs for two minutes. Elicit responses using the same mind-map. Relate it to students and give some real-life examples: lesson time, break time, TV shows, ferry, restaurant (the food has taken a long time). (4 mins) To ask the time we ask a question. What question: What time is it? Elicit response to see if they know the answer. Using exercise 1 from the Student book, T with write the parts of time on the W/B: a minute, a year, a day, a week, an hour, a second, a month and ask the Ss to work in pairs to arrange the correct order, shortest time to the longest time without giving the answers using the 'Chesting technique' (2 mins). T will first draw a temporal line and add the shortest and elicit the longest to ensure Ss understand the task. Then T will give the HO for the Ss. T will then ask the W/C to give the correct answers and explain the parts if necessary. These key words will then be moved to the 'Key words' section on the W/B. To tell the time we need to know where the big hand is and where the small hand is (using the warmer clock) The small hand tells us the hour, and the big hand tells us which part of the hour (illustrate this on the W/B). CCQ: does the big hand tell us the hour or the part of the hour?

The Hands of Time (10-12 minutes) • To get Ss to learn about time and fractions of time using an interactive S-Centered activity

T instructs everyone to stand-up using gestures. T. then asks how many numbers are on the clock (points to classroom clock). T. instructs the Ss to arrange the chairs into a 12-seated circle. T stands in the middle of the 'clock.' T then tells the Ss they are the hour numbers. T is the hands. CCQ: what are you: hours or hands? T. then uses his small hand to go around the circle to make sure Ss understand using a tick-tock. Ss will also spell out the number. T then uses the big hand to show the fractions: quarter-past etc. Then the game starts. T will tell the Ss they have to be the hands and make a time. If the small hand points at the S, S must say the time, then swap and chose another. Once everyone has had a go, the activity ends

Ex. 3 (2-4 minutes) • Students consolidate knowledge

T. will instruct the Ss to fill in the answers spelling numbers to complete the task. T monitors and helps if needed. Ss self-check.

Practice (4-6 minutes) • To relate time to Ss personal lives; listening

T instructs students they will practice listening skills. Ss will ask their partners the following questions drilled by the T, written on the board but elicited from the Ss (checking for accuracy). What time do you come to lesson? What time do you finish lessons? What time do you get up? What time do you go to bed? What time do you have dinner? In pairs, Ss will take it in turns to ask their partner (fluency).

Ex.5 (2-4 minutes) • To complete the gap-exercise to help learn phrases

T. tells Ss to think about what the answers might be. T will attempt the elicit the correct answers, helping when necessary.

No Time! Close (4-5 minutes) • To end the lesson on a fun, interactive game that solidifies S knowledge

T says that if you were an even number (gestures the clock), 2, 4, 6, 8, 10, 12, you are team A. If you are an odd number, 1, 3, 5, 7, 9, 11, you are team B. T draws two large clock faces on the W/B. Ss draw on the time when T calls out the time. Fastest, correct time wins. After 3 minutes, the team with the most points, wins.

If Time Activity/ Optional H/W (0-0 minutes) • To help students to remember the lesson

T. gives Ss the final HO to finish the lesson, and to use for H/W if students with to continue their learning from home T. thanks everyone, asking if they have had a good time?

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