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TP 6 Telling the Time
A 1/2 (Elementary) level


In this lesson students focus on functional language in the context of telling the time.


Main Aims

  • To provide practice of language used for telling the time in the context of MetroNaps

Subsidiary Aims

  • To provide review of telling the time in the context of MetroNaps


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Greet students and ask: Are we on time for class today? Ss answer What time does our lesson begin? Our lesson begins at 2 o'clock... What time do you leave home? What time do you come to ITI? Tell your partner Work in pairs, Ss take turns

Exposure (12-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

Slide 4 Organise pairs Ss say the times for the clocks Ss write answers on the board under the pictures Analogue /ˈæn.ə.lɒɡ/ time Slide 5 Another way of telling the time Elicit these if possible. Twelve oh three, Seven thirty Eight fifty Ss work in pairs Hand out the w'sheet Ss peer check with other pairs Slide 6 Hand out w'sheet Prepare listening material Ss listen and answer Peer check with partners Ss draw hands on the clocks on slide 6 Tapescript - hand out hard copies of the tapescript Ss check answers Ss practice the conversation but change the times. Give an example Optional - Slide 8 Give an example or show the already completed one. Students complete the gapfill and t/f worksheet activity

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

Boardwork Elicit the missing words in the following (add more examples if necessary) What time ________ __________ have dinner? What time ________ __________ sleep? /sliːp/ Elicit Use colour Question Word + auxiliary (do/does) + subject + verb CCQ – Can we change the word order?no Can we use do instead of does when we talk about another person?no Pronunciation drills Focus on sentence stress and intonation in the above sentences. Pronunciation of /sliːp/ Focus on /w/ and the elision in what time.

Productive Task(s) (15-20 minutes) • To provide an opportunity to practice target productive skills

Ask students to stand up and come to the centre Give half of the Ss the dialogue for A and hand out dialogue B for the rest of the class. ICQ Do you do this activity alone? no If you have student A do you talk with student B? Do you write anything? no Students complete the task Monitor Ask students to sit down Show slide 7 Ask students what needs to be done? Ss work in pairs. Monitor for delayed error correction.

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

Focus on any pronunciation and grammatical errors noted during the lesson. Focus on Word order, sentence stress and intonation.

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