New lesson plan: Telling the Time

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Telling the Time - Elementary level

Telling the Time
Elementary level

Description

In this lesson, students learn how to ask and answer the questions within the context of telling the time. First they learn the basic structure then they learn some specific vocabulary such as 'nearly', 'just after', and 'about'. Later, they listen to a track in which the learned structure is used. Finally, they do a free activity asking and answering questions about their daily routine.

Materials

Course Book

Course Book

Main Aims

By the end of the lesson, students will better be able to speak within the context of telling the time.

Subsidiary Aims

By the end of the lesson, students will be better able to catch phrases related to telling the time in listening exercises.

Procedure (42-58 minutes)

Lead-in (2-4 minutes) • To introduce students the context of the lesson

Teacher asks two questions to the students: "What time do you get up?" "What time do you go to bed?" Students ask and answer the questions in pairs.

Task #1 (4-6 minutes) • To gauge students' prior knowledge of the target language

Teacher gives hand-out 1. Students write sentences looking at the pictures of clocks. Teacher monitors. Students compare their answers in pairs. ICQs "What are these?" Clocks. "Are you going to speak?" No. "Listen?" Yes.

Task #1 / Feedback (6-8 minutes) • To clarify areas of the target language where students had difficulty in the activity

Teacher sticks cards on the board in groups. Students discuss and put cards in order on the board. Teacher monitors and gives feedback. CCQs: "Can I say 'it's half past five o'clock'?" No. "Can I say 'it's a quarter past ten'? Yes. "How do you ask for the time?" What time is it? Nominating a student: "What time is it?" It is twenty past ten.

Task #2 (5-7 minutes) • To provide students with the opportunity to acquire fluency in target language

Teacher gives hand-out 2. Students ask and answer questions in pairs and fill in the blanks on their sheets. Teacher monitors and gives feedback. ICQs: "Are you going to have the same paper?" No. "Are you going to ask each other questions?" Yes. "What are you going to do with the answers?" Write them in the blanks.

Game (5-7 minutes) • To provide students with the opportunity to acquire fluency in target language

Teacher starts a game, models with a student. Students line up and the first person on the line asks the time. Others don't answer him until the last person in the line. Next turn, everybody tells the time and thanks each other. Round 1: (angrily) "What time is it?" "What?" "I don't know!" "Ask him!" ... "It is 11 o'clock." "Oh, thank you very much." ...

Pre-Listening Activity (4-5 minutes) • To provide students with the key vocabulary

Teacher shows new cards to students. Elicits how to tell the time for the cards using adverbs 'nearly', 'just after', and 'about'. Concept checks, drills, and gives feedback. CCQs: "If you come here at 11.18, what time is it?" It's about twenty past eleven. "If you go home at 10.03, what time is it?" It's just after ten. "If you start studying at 03.55, what time is it?" It's nearly four.

Listening Activity (5-7 minutes) • To provide students the opportunity to use the target language through a listening activity

Teacher plays the track. Students listen and fill in the gaps. Teacher monitors. Students compare their answers in groups. If necessary, teacher plays the track again. Monitors and gives feedback. ICQs: "Are you going to listen or speak?" Listen. "What is the listening about?" Time. "Are you going to work alone?" Yes.

Post-Listening Activity / Production (8-10 minutes) • To provide students with the opportunity to acquire fluency in target language

Teacher gives hand-out 3, models the activity with a student. Students ask and answer each other questions on their daily routine. Teacher monitors, notes any problematic sentence. ICQs: "Are you going to write your questions?" No. "Are you going to speak?" Yes. "Are you going to write your answers?" No. "Your friend's answers?" Yes.

Optional Filler (3-4 minutes) • To give the students an extra activity

In case the lesson ends before the planned time, teacher gives hand-out 4. It is a 'Find someone who...' game. Students mingle and ask each other questions. Teacher monitors and gives feedback.