TP2 Talking about time
To introduce and extend the Ss' knowledge of time vocabulary (a minute,an hour, a o'clock,a quarter, a half, a second, a watch, ect.) through the context of telling and asking what time is it.
The students will practice reading, listening, and speaking through the contexts related to telling the time.
Procedure (24-47 minutes)
Welcome the Class. Ask how they are. Holding a big clock at hands ask WHAT IS THIS? Practice asking what time it is a couple of times to get them warmed up. "WHAT TIME IS IT?" Do not correct anyone who says it wrong yet but if someone says the time correctly get them to SPEAK UP and tell the class what time it is. Try TO use their names.
Get Ss in to the teams of 3. Get everyone's attention. Give CLEAR and SHORT instructions: -Here is the time words. - In your team find the pair of each. - Put pairs in order from the smallest to biggest. Demo putting words in order. Very simple and not related to time on the WB top left corner. (47, 8, 4, 17)-----> How do we put these in order from smallest to biggest. Have the students shout out what goes first, then second, etc. Explain they will figure out how to put the TIME words in order. ICQ: ARE WE PUTTING THESE WORDS IN ORDER? You have 2 minutes. HOW MANY MINUTES DO YOU HAVE?
Time is up. Point which team is the 1st, 2nd to win. Then go around with markers and tell to the one person from the winning team to go up and write the 1st,2nd pair of the words. Ask a few other persons to complete the list of pairs. Go through each and have the class repeat the word loudly together. Just speaking out loud: Very slowly and clearly. Repeat until they respond with the correct answer. 60 seconds = WHAT? (1 minute) 60 minutes = WHAT? (1 hour) 24 hours = WHAT? (1 day) 7 days = WHAT? (1 week) 12 months = WHAT? (1 year) Highlight the pronunciation of minite /'mınıt / and the silent H in hour.
Make sure everyone is listening. DO NOT TALK TO MUCH. Place a time on the clock and point to it. If they don't say anything say IT IS_______. ANSWER: IT IS _______. Go around and around the clock. They will catch on and start saying the time. Start with such times like: 10:00, 7:00, 3:00. Continue with the halves 2:30, 5:30. Then pass to the quarters 6:15, 11:15, 12:45. Do plenty of drilling paying attention to natural pron- don't write anything yet. Elicit the question. WHAT IS THE QUESTION? HOW DO YOU ASK THE TIME? Once someone says What time is it? Repeat the question. Then go back to Power Position and repeat the exercise with the times. WHAT TIME IS IT? IT IS _____. DRILL
Pre -teach cooker and check students remember the other words in the vocabulary box ( a radio, a cooker, a laptop, a TV, a mobile (phone), a digital camera). Use the speech bubbles to teach I think ... and Me too. Put up another picture of a clock. WHAT DO YOU THINK THIS IS? Elicit the response "I think it's a clock." Draw a stick man with a speech bubble "I think E is a clock." Say I think A is a radio. and invite students to respond with the language in the speech bubbles. Students work in pairs and decide what the things are in pictures A-F. Look at the pictures in 2a. WHAT DO YOU THINK THEY ARE? Quickly discuss with a partner and think what they are. YOU HAVE 2 minutes. Quickly I think A is a _______. I think B is a ________. I think C is a _________.
Students match the time to photos A-F by their own. Check answerw with the class
Tell students that there are two ways to say time in English. Students work in pairs and match the times to photos B-F. IN ENGLISH THERE ARE DIFFERENT WAYS TO SAY THE TIME. Write on the board. Eight fifteen and A quarter past eight are the SAME. ARE THESE THE SAME? Call on someone who has not talked. Write Quarter, half, past, to HOW MANY MINUTES ARE IN A QUARTER? HOW MANY MINUTES ARE IN A HALF? IS PAST AFTER OR BEFORE? IS TO AFTER OR BEFORE? Demonstrate. A quarter to four. So that is fifteen minutes before four o'clock. Which is 3:45. Which picture is 3:45? Picture D. With a partner quickly do part C. 2 minutes ICQ: Are we doing this quickly? Are we matching the photos to the phrases? Ask the students to shout out the answers.
Students work on their own. Check in WC. Teach the difference between a clock and a watch. (Watches are portable and smaller on size. A clock was derived from the Latin word cloca, meaning 'bell'. It is one of the oldest human inventions that are rarely seen today in the house.) Now everyone look at exercise 3. hand out ex. DEMONSTRATE. IN picture 1. Five past_____. It is five minutes past what hour. It's 1:05. So it is Five past ONE. By yourself do Exercise 3 by filling in the gaps. You have 2 minute. ICQ: Are we filling in the gaps? Handout a few markers and ask the students/early finishers to write the answers on the board.
LOOK AT the pictures in 2nd ex. Hold up the worksheet and circle it in the air so everyone can see. You will listen to three conversations.( dialogues). Now listen and match conversations to clock. ICQ: How many conversations are you listening to? Play dialogues one by one and ask which picture the dialogue refers to. Key: 1A 2F 3C
Write on WB - top right WE USE "AT" FOR TIMES. Example: My English class is at 10:30. Lesson finishes at one o'clock in the afternoon. WE USE "FROM....TO" FOR LENGTH OF TIME: This English class is from 10:30 to 13:00. My son's music lesson is .....seven .... to nine thirty. Take Ss to write it on WB A tea break/ coffee break is from 12:05 to 12:15( twelve oh five to twelve fifteen).
Hand out the 6 Clocks. DEMO! Draw a clock on WB. Gesture to one student and TELL ME A TIME. ANY TIME. Write the time on the board. And fill in the clock hands. NOW YOU WILL DO THE SAME. DRAW CLOCK HANDS for the first 3 clocks. You have 2 minutes ICQ: Are we drawing clock hands? Yes or no? how many clocks? Once they are finished have the students ask each other what time they drew. ASK YOUR PARTNER WHAT TIME IS IT? and draw it on these clocks( show a bottom line of tree clocks)