Parvin Parvin

Vocabulary- Telling the time
Elementary level


In this lesson, first students will be tested to see if the already know the numbers well and to what extend the are able to tell the time correctly. Then the teacher will teach the problematic areas again and will make sure they know all the needed information about telling time. Finally, the students will do some controlled, semi-controlled and freer practice to use the target language about their own lives very well .


Abc audio track, #CE3_E_U3_R5
Abc The copy of cutting edge book, page 27
Abc The copy of cutting edge book, page 26
Abc Pictures of clocks

Main Aims

  • To provide clarification and practice of telling the time so by the end of the lesson students will be better able to tell what the time is at the moment and also talk about the time of their daily routine activities on weekdays and weekends

Subsidiary Aims

  • Focusing on pronunciation to improve awareness of stress pattern in phrases ( five to ten, o'clock) for students


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

After greeting, I say "Are you ready to start?" S: yes OK, what time is it now? Students' answers Alright! Let's start with telling the time!

Test #1 (3-4 minutes) • To gauge students' prior knowledge of the target language of English numbers and telling the time vocabulary items

I show the pictures of clocks and elicit the times from the learners asking " What time is it" and "What's the time?"

Teach (6-9 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

If they have problems with numbers, i will write them on the board and will practice drilling. if the problem is with the vocabulary of telling the time, i will teach or review it using the picture of clock having no hands. I will try to elicit the words from the learners as much as possible by putting some signs (showing the exact time, signs showing a quarter or half on the pictures). CCQ: I will show the signs described above and elicit the key vocabulary from them to make sure the got it and they are ready for the nest stage. (Test#2)

Test #2 (18-20 minutes) • Check students' use of the target language again in more controlled level and compare with the first test

Teacher: Now open your books. Look at page 26. Controlled practices: Instruction#1 by chesting the page (26): Look at activity 1a, match the pictures with the times 1 to 6. ICQ: What are you doing now? Matching Check in pairs FB Instruction#2 by chesting the page (26): Look at activity 1b, match the pictures with the times. (Remind them of the other way of telling the time only by pointing to the signs on the board.) Check in pairs FB Semi-controlled practice: Instruction#3= by chesting the page (27): Look at activity 2a. Write the time. CCQ: modeling ( draw their attention to the completed example and also answer #1 with the class as an example) 2B: Now listen to the audio track (CE3_E_U3_R5) and check your answers. Pronunciation practice: Play the audio again, ask them to focus on stress pattern. Listen to one or two as an example, repeat them by clapping to clarify the stressed parts. Then play the rest and ask them to listen carefully, then practice in pairs (activity 2a, page 27). Freer Practice: Teacher: Look at the pictures of different cities around the world. What cities do you see there? (Elicit the names and check the correct pronunciation) Then ask: What's the time in Hong Kong? It's seven thirty in the morning. Elicit a question from the students about another city and also the answer. Now let's ask and answer the questions in pairs. ICQ: Are you writing or speaking? Speaking

Free practice (13-15 minutes) • To provide students with free practice of the target language and let them talk freer about their own lives (personalization)

Look at activity 4a, page 27 Write 4 more questions like the examples starting with on weekdays (Elicit the meaning of week days: Mon to Fri in many countries). Write some verbs on the boars to help them if they need( study English, watch TV, read books, have dinner) ICQ: Are you speaking or writing? Writing How many questions are you writing? 4 Ask and answer in groups. Delayed correction if needed. Activity 4c: Talk to your friends and ask questions of activity 4a starting with At (on) weekends, what time...? ICQ: Are you writing or speaking? writing How many people are you talking to? 2 or more FB

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