New lesson plan: What time is it?

lale

What time is it? - Elementary level

What time is it?
Elementary level

Description

I this lesson, ss learn about the basic sentences for the time. I am planning to start a lesson by eliciting Some words like "past", to", Quarter", "half". Then focusing on listening . I will show a clock , so that gives further practice to the students. The students will practice a short conversation related to the time in pairs after paying attention to listening. Students will compare their answers and practice the time by asking them to draw the clock and work with their partner.

Materials

Audio/ track 2.16--2.18

Audio/ track 2.16--2.18

Main Aims

To provide accurant speaking practice in a conversation in the context of "What time is it?"

Subsidiary Aims

To provide gist, listening practice using the text "what time is it?"

Procedure (32-45 minutes)

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

In this lesson, I am going to introduce the subject of telling the time by eliciting the words like past, to, quarter and half.

Exposure (7-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will ask the students to look at exercise 1 in page 21. I elicit an example, then ask them to give a right answers in exercise 1 and check the answers in pairs before playing the recording (2.16). I will play the recording again if it is necessary. I encourage them to practice the time in pairs. I will show the time with my clock, so I drill individually and chorally.

Useful Language (7-10 minutes) • To highlight and clarify useful language for coming productive tasks

After doing the exercise 1, I will ask them to do the exercise in communication bank in pairs. one of them asks the time, other ones answers. I will monitor them

Productive Task(s) (8-10 minutes) • To provide an opportunity to practice target productive skills

In this stage, I will ask them to listen to track (2.18) in page 21. I will pause the first conversation, elicit the missing words. Play the rest conversations without stopping. Check the answers with their partner, then playing the recording again for ss to complete their answers.

Feedback and Error Correction (7-10 minutes) • To provide feedback on students' production and use of language

SS will practice their activities in the different pairs. I ask them to draw the clocks on the paper and work with their partner. I will monitor ss, take some notes of errors, then provide feedback.