Unit all about me Lesson I can speak English Forms: Date

Learning outcomes

By the end of the lesson, pupils will be able to:

- show their understanding of time using their bodies;

- say and write time in hours and half-hours

Vocabulary and structure

clock, thirty; It’s two o’clock. It’s two thirty.

Required equipment

T e x t b o o k , the DVD of the book, a toy ordinary clock

Warm up 5 min

Play the DVD and ask the pupils sing the song along with theDVD.

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 theyare showing. Elicit the answers. Then read the times aloud orplay the DVD and have the pupils repeat after you/the DVD inchorus, 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 demonstratetime in hours and half hours.

STEP 1: Show the pupils an ordinary clock (the toy or theclassroom clock). Ask how many big numbers are on the clock.Elicit the answers. Then point to the hour hand (short hand). Tellthem that when the hour hand moves from one number to thenext, one hour has passed.

After that point to the minute hand (long hand). Tell themthat 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 clockmoves 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 the12. (This is hard for some kids to understand.) Have some pupilscome up and make the long hand move quickly around the circleto reach the 12 and zero minutes several times.

STEP 3: Have the pupils stand up. Have them use one arm toshow where the long clock hand will be when it is at zero minutes.Their hands should be straight up above their heads. Justlike they did earlier, have them move this hand rapidly around animaginary circle to represent what the minute hand does.Then have them imitate the 3:00 short hand. Using their unusedarm, have them put this out to the side so that they are imitating

the hands of the clock. Repeat with 6:00 (do the ordinaryclock first) then 9:00, then 12:00. Both arms should be straightabove their heads for 12:00.

STEP 4: Change the clock to be 3:30 and show the pupils whatthis looks like. Move the minute hand halfway around the clockto 6 while children count by fives.

Ask in mother tongue:

How many minutes have passed?

Where does the minute hand point?

Where does the hour hand point?

What time is it?

Write three thirty and 3:30 on the board. Have the pupils

repeat ‘three thirty’ after you.

Continue moving the minute hand around the clock to 12

while children count by fives.

Ask:

How much time has passed?

What’s the time now?

Where are the minute hand and the hour hand?

After that have the pupils use their bodies to imitate 3:30,then 6:30, then 9:30 as they did in Step 3. Then ask for volunteersto come up to the front of the class and make a time withtheir bodies for other pupils to guess. You can also play the DVDto show this.