Ahmet Cihat Kapçık Ahmet Cihat Kapçık

Telling the time
A1 level

Description

In this lesson the students will learn how to ask and tell the time

Materials

Main Aims

  • To understand different ways of telling the time

Subsidiary Aims

  • To practice speaking and writing about telling the time

Procedure

Lead-in (1 minutes) • To draw attention to the TL

The T draws a large clock in the middle of the WB and highlights the corners for hour, half and quarter without writing anything.

Introduction of the TL (2-3 minutes) • To get students to collaborate in extracting the TL

The T writes 7:00 on the upper right side of the WB and elicits the answer. He does it again with different numbers and highlights 'o'clock' by pronouncing it and drilling. Then, he asks the students where to put it on the clock image. They point to the hour (o'clock) corner.

Presenting the TL (2-3 minutes) • To get students to collaborate in extracting the TL

The T writes 7:30 on the upper right side of the WB and elicits the answer. He does it again with different numbers and highlights 'half past' by pronouncing and drilling. Then, he asks the students where to put it on the clock image. They point to the half past corner.

Controlled Practice (3-4 minutes) • To get students to ask and tell the time correctly

The T wants the students to work in pairs to ask and tell the time he is going to give. The pairs ask each other and receive answers. When each student tells the time, he/she shows the paper to the other in order to check whether it's correct or not. They ask 3 times to each other.

Presenting the TL (2-3 minutes) • To get students to collaborate in extracting the TL

The T writes 7:15 on the right side of the WB and elicits the answer. He does it again with different numbers and highlights 'a quarter past' by pronouncing and drilling accurately. Then, he asks the students where to put it on the clock image. They point to the quarter past corner.

Presenting the TL (2-3 minutes) • To get students to collaborate in extracting the TL

The T writes 7:45 on the upper left side of the WB and elicits the answer. He does it again with different numbers and highlights 'a quarter to' by pronouncing and drilling. Then, he asks the students where to put it on the clock image. They point to the quarter to corner.

Controlled Practice (5-6 minutes) • To get students to ask and tell the time correctly

The T wants the students to work in pairs to ask and tell the time he is going to give. The pairs ask each other and receive answers. When each student tells the time, they show the paper to their partners in order to check whether it's correct or not. They ask 5 times to each other.

Controlled practice (6-7 minutes) • To get students to write time correctly

This time the T gives the HO-1 to let them write the given times correctly. During the practice He monitors and helps slow learners in particular. At the end he wants them to check their answers in pairs.

Presenting the TL (3-4 minutes) • To get students to collaborate in extracting the TL and to prevent L1 register

The T writes 7:25 on the right side of the WB and elicits the answer. He does it again with different numbers and highlights 'twenty-five past' by pronouncing and drilling accurately. Then, he asks the students where to put it on the clock image. They point to the correct corner. The teacher opens a parenthesis here by focusing on the syntax of the sentence in order to avoid L1 interference. He writes at the bottom of the clock image "It's ten past seven" and writes the numbers under the writing so that the ss. can see where to put hour and minutes. For example, " It is twenty past seven ( 20 before the 7)

Presenting the TL (3-4 minutes) • To get students to collaborate in extracting the T

The T writes 7:35 on the left side of the WB and elicits the answer. He does it again with different numbers and highlights 'twenty-five to' by pronouncing and drilling accurately. Then, he asks the students where to put it on the clock image. They point to the correct corner. The teacher opens a parenthesis here by focusing on the different number in writing as in; 7:35: It's twenty-five to EIGHT. He shows it by writing 7+1 in order to simplify the understanding.

Controlled practice (6-7 minutes) • To get students to write the time correctly

The T gives the HO-2 to let them write the given times correctly. During the practice He monitors and helps slow learners in particular. At the end he wants them to check their answers in pairs.

Controlled practice (4-5 minutes) • To consolidate the understanding of the meaning of the TL

The T groups the class into three. He hands out 12 images and 12 words (HO-3). The words represent the images but they are not matched. The groups will stick the pictures of time on the wall and match the words in 3 minutes.

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