Telling the time
A1 level
Description
Main Aims

To understand different ways of telling the time
Subsidiary Aims

To practice speaking and writing about telling the time
Procedure (3949 minutes)
The T draws a large clock in the middle of the WB and highlights the corners for hour, half and quarter without writing anything.
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.
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.
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.
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.
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.
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.
This time the T gives the HO1 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.
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 'twentyfive 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)
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 'twentyfive 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 twentyfive to EIGHT. He shows it by writing 7+1 in order to simplify the understanding.
The T gives the HO2 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.
The T groups the class into three. He hands out 12 images and 12 words (HO3). 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.