Lesson Planning

Araceli Mella.
Activity: Teach How to Tell Time!

Grade: Fourth grade.

N° of hours: 3 hours.
 The numbers

First step:the teacher shows to the students a video that is a

little song about the numbers, so the students have to repeate the
song because this is a good way of practice pronunciaton.

http://www.youtube.com/watch?v=z5VI3qCjskc
 Second Step: the teacher give to the student the instruction
of a game (puzle where the students have to
find numbers and write them)
1 2 3
4 Across Down
5 3)
6 7 5)
1)
8 9 6)
2)
10 8)
3)
11)
4)
7)
11 9)
10)

http://learnenglishkids.britishcouncil.org/en/language-
games/wordsearch/numbers
 Third step: teacher gives to the students a review about
the numbers, and the students have to do differents kind of
exercises about this for a best comprehension of this topic.

http://www.elabueloeduca.com/aprender/ingles/numeros/numeros.html

http://www.elabueloeduca.com/aprender/ingles/numeros/numeros.html
Fourth Step: after practice the numbers teacher prepare a bingo
activity , so each students will have a sheet of paper like this
and will listen the number that the professor tells. in this
Activity students practice the listening comprehension.
 What time is it? /What's the time?

Five Step: Now the teacher explain the structure to how tell
the hour like in the following examples:

We use the term o’clock

to refer to a a full hour. Examples

We use the term half (mitad) to refer

to 30 minuets.
30 is the limit to use “past” or
“after”. Examples
We use the term quarter to 15 minutes.
It this is before 30 then
we use “past” or “after”

to the last example. We use a

quarter to refer to 15 minutes but
it is after 30 so we use “to”.
Examples:
Remember to use “past” or “after” when the minutes are before 30.

http://www.mansioningles.com/gram47_ej1.htm
 Chose the correct alternative.

It's half past eleven. It's a quarter past six. It's five past three.
It's eleven o'clock. It's half past three. It's five past four.
It's twelve o'clock. It's a quarter to six. It's five to four.

It's half past four. It's ten past eleven. It's twenty to nine.
It's four o'clock. It's ten to twelve. It's nine to twenty.
It's half past five. It's ten past twelve. It's twenty past eight.

http://www.englishexercises.org/makeagame/viewgame.asp?id=1648
Match the clock with the right hour

It’s eleven to twelve

It’s six o´clock

It’s twenty six past three

It’s half past ten

Say what time is it in each clock
Vocabulary:
the teacher present a new vocabulary to the
students about daily routines, first the teacher ask to the
students about the tipical things that they do in a normal
day and then practice the new words with the following
sheet of paper. Also the teacher can perform a series of
activities or games so the students can acquire the
vocabulary.
After the students have practiced with numbers
and how to tell the time, they should team up with
a partner and they have to create a interview,
about his/her daily routine, before practice they
will have to present interview in front of the class.
 Interview: How to tell the time
CATEGORY 4 3
Knowledge Gained Student can accurately answer
several questions about the
person who was interviewed
and can tell how this interview
relates to the material being
studied in class.
Politeness Student never interrupted or
hurried the person being
interviewed and thanked them
for being willing to be
interviewed.
Preparation Before the interview, the
student prepared several in-
depth AND factual questions to
ask.
Follow-up Questions The student listened carefully to
the person being interviewed
and asked several relevant
follow-up questions based on
what the person said.
2 1
Student can accurately answer Student can accurately answer Student cannot accurately
a few questions about the a few questions about the answer questions about the
person who was interviewed person who was interviewed. person who was interviewed.
and can tell how this interview
relates to the material being
studied in class.
Student rarely interrupted or Student rarely interrupted or Several times, the student
hurried the person being hurried the person being interrupted or hurried the
interviewed and thanked them interviewed, but forgot to thank person being interviewed AND
for being willing to be the person. forgot to thank the person.
interviewed.
Before the interview, the Before the interview, the The student did not prepare
student prepared a couple of in- student prepared several any questions before the
depth questions and several factual questions to ask. interview.
factual questions to ask.
The student listened carefully to The student asked a couple of The student did not ask any
the person being interviewed follow-up questions based on follow-up questions based on
and asked a couple of relevant what s/he thought the person what the person said.
follow-up questions based on said.
what the person said.