Date: Grade: The theme of the lesson

Activity 3c Work in pairs. Play “Miming”. 5 min

Objective: to reinforce the new phrases
Ask the pupils to work in pairs. explain that when Pupil A says a phrase in 3a, Pupil b must mime as shown in the example. Then they take turns.

Activity 4 Work in pairs. Listen and say. 5 min

Objective: to reinforce the phrases in Activity 3a
Ask the pupils to work in pairs and look at the examples. ex- plain that Pupil A says a phrase in 3a as in the example. Pupil b finishes the sentence with parts of the day.
e.g. A: ‘i have lunch …’
b: ‘…in the afternoon.’


Marking: ______________________________________
Homework: ____________________________________


Date: _______________________________________ Grade: __
The theme of the lesson: Lesson 2 It’s 2 o’clock.

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	by the end of	clock, thirty;	Textbook,
- to learn time through ordi-	the lesson, pu-	it’s two	the DVD of
nary clocks	pils will be able	o’clock.	the book, a
Developing:	to:	it’s two thirty.	toy ordinary
- to enable pupils to use their	- show their un-		clock
bodies to demonstrate time in	derstanding of
hours and half hours;	time using their
- to enable pupils to tell and	bodies;
write time in hours and half-	- say and write
hours using ordinary clocks	time in hours
Socio-cultural:	and half-hours
- to raise awareness of the
similarities and differences of
saying the time in english and
mother tongue

The new theme:

Activity 1 Look, listen and say. 5 min

Objective: to introduce the time
Ask the pupils to look at the clocks and guess what time they are showing. elicit the answers. Then read the times aloud or play the DVD and have the pupils repeat after you/the DVD in chorus, in rows and in pairs.

Activity 2 Look and do. 8 min

Objectives: to introduce the time;
to enable pupils to use their bodies to demonstrate time in hours and half hours.
STEP 1: show the pupils an ordinary clock (the toy or the classroom clock). Ask how many big numbers are on the clock. elicit the answers. Then point to the hour hand (short hand). Tell them that when the hour hand moves from one number to the next, one hour has passed.
After that point to the minute hand (long hand). Tell them that when the minute hand moves from one tick mark to the next, one minute has passed.
STEP 2: show them how the long hand on the ordinary clock moves faster than the short hand - it is moving by minutes. When it is at 0 minutes, it will be right up at the top, by the

12. 
    (This is hard for some kids to understand.) have some pupils come up and make the long hand move quickly around the circle to reach the 12 and zero minutes several times.
    

STEP 3: have the pupils stand up. have them use one arm to show where the long clock hand will be when it is at zero min- utes. Their hands should be straight up above their heads. Just like they did earlier, have them move this hand rapidly around an imaginary circle to represent what the minute hand does.
Then have them imitate the 3:00 short hand. Using their un- used arm, have them put this out to the side so that they are imi- tating the hands of the clock. Repeat with 6:00 (do the ordinary clock first) then 9:00, then 12:00. both arms should be straight above their heads for 12:00.