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ACE English Program Lesson Planner |
| Teacher: | Level: | ACE (Low – High beginner) | |
| Skill: | Date: | June 16, 2006 | |
| Subskills: | Topic: | Telling time | |
| Objective: | SWBAT: | Lexis: | Time: time, a clock, an hour, a minute, short hand, long hand (clock), a watch Itineraries: |
| Language point(s): | What time is it? It’s … o’clock It’s five, ten, fifteen … past … It’s half, quarter past … It’s quarter to … It’s five, ten, fifteen … to … We’ll be here for one, two, three hour(s) When do we …? |
Anticipated problems: | Confusion with “western” time—Thai time works on a six-hour craic |
| STAGE | E | S | A | TARGET LANGUAGE | TEACHER | STUDENT | MATERIALS | TIME | TEACHER’S EVALUATION |
| 1 | E | Theme language | Elicits broadly about the theme. “Ris, what time is it?” “Mah, when does class end?” | Responds | Whiteboard, clock | 5 min | Was surprised in each section with how much Ss already seemed to know. “It’s eight-forty,” exclaimed Oil. |
| 2 | E/S | numbers | reviews numbers 1-12 with flashcards, then repetitions, then individually by tossing Martian man | Responds. (ACE experts should have this language cold. Check specifically for pronunciation issues. | Number flashcards | 5 min | Piece of cake. Drilled pronunciation |
| 3 | E | Theme language | Elicits “clock.” | Responds | whiteboard, classroom clock, model clocks (clock copy from ESL Literacy, cardboard mounting, thumbtacks, glue) | 2 min | This was harder than expected. They kept yelling out numbers every time I pointed to the clock. |
| 4 | E/S | Theme language | Introduces lexis “o’clock.” Sets the scene for dialog [1] using flashcard. Sets clock model to 6:00. | Listens to dialog several times, then repeats several times. | flashcard 1, clocks | 5 min | Good drill. They respond well to this format. |
| 5 | S | Theme language | Class asks “What time is it?” Teacher sets clock to each hour of the day, from 1 to 12. | Repeats “What time is it?” “It’s one o’clock.” “It’s two o’clock.” … |
Model clock | 10 min | Worked well, but felt like it dragged on too long. |
| 6 | E | Numbers | Drills numbers 5, 10, 15, … 60 in increments of 5 | Responds. Again, should be basic review for them. | Number flashcards | 5 min | All good. |
| 7 | E/S | Theme language | Repeat: “What time is it?” Set clock to 1:15. See what Ss come up with. | Repeats question form. A few should be able to say “quarter past one” or “one fifteen.” But probably not. | clock model | 5 min | Instead of doing this, I put up the transparency of PT1 (page 1) to elicit hours, minutes, short (hour) hand, long (minute) hand. Had Ss write the minutes in. |
| 8 | E/S | Theme language | Introduces hour:minutes. Drills with Ss: Repeat: hour Repeat: minute |
Repeats | whiteboard, clock | 5 min | Concept checks: How many minutes in an hour? Didn’t address seconds. |
| 9 | E | Theme language | Draws clockface on w/b and elicits “hands.” Points to own hands and says “same same.” Emphasizes by miming a clock using arms as hands. | Thinks, Mai loo—Teacher baa mak mak! | w/b | 5 min | Did this in stage 7 instead. |
| 10 | E | Theme language, adjective recap | quickly elicits long and short. Segue somehow to long and short hand = minute and hour hand. | Tries to follow along | clock model | 5 min | The second class got the hands thing quickly. I was more on the ball at that point. |
| 11 | E | Theme language | sets the hands to various positions. Asks “hour?” and “minute?” writes each time on the whiteboard (sets extra clock models in chalktray with digital forms written above) | Responds, makes mental correlation to clockface and written time (digital). | whiteboard, markers, clock models | 10 min | Did this with the first class. They got the clockface to digital thing quickly and I didn’t bother with the second class. |
| 12 | S | Clears boardwork. Close your books! Hands out paper task 1. Have Ss do each side in pairs or alone. | Completes task | paper task 1: telling time | 10 min | blasted through this. | |
| 13 | S/A | Theme language | Corrects PT1. Side 1: use OHP. Side 2: use clock models. Give 4 Ss clock models and assign them numbers from the paper task. They set time to match paper task, then write the time on whiteboard above the clock. Model!!! |
Responds | PT1 | 5 min | piece of cake |
| 14 | E/S | Theme language; fractions | fractions: draws a pie. Colors half the pie. Elicits “half.” Elicits a quarter and three quarters. Also uses four markers and | Responds. Probably won’t get this but it’s not super critical. | Whiteboard. [something] | 5 min | They got it for the most part. Used markers in second class. |
| 15 | E/S | Theme language | Using clock model, practice saying times for each five-minute interval (through half) past one [2]. Repeat with hour two, three, four o’clock until Ss get it. | Responds | Clock model | 5 min | They grasped this quickly during the eliciting. Had obvious difficulties with quarter past and half past. |
| 16 | S | Theme language | Close books! Hands out PT2A: What time is it? Models and monitors. While Ss work, set the six clock models to the times on the task. |
Works on the task in pairs or groups | PT2A | 5 min | Worked well. |
| 17 | Hands out the six clock models to six Ss after they complete the task. Class: What time is it? Class: It’s five past one. (repeat for all) |
Responds | clock models, PT2A | 5 min | Good drilling exercise | ||
| 18 | E/S | Theme language | Using clock model, practice saying times for each five-minute interval (past half) to two. [3] Repeat with hour two, three, four o’clock until Ss get it. | Responds | clock model | 5 min | More challenging than first half (X past Y), but went fast. Largely because they had the |
| 19 | S | Theme language | Repeat stages # - ## with PT2B (side 2) | Responds | clock models, PT2B | 10 min | solid. |
| 20 | S/A | Theme language | Breaks class into groups of two and hands out clock models. Writes a digital time on the w/b; Ss set their clocks to the same time. When everybody is done, whole class holds up clocks and we compare. Repeat for ten auditory times (i.e., ten past eight) | Works in pairs and sets times. | clock models, w/b | 15 min | Didn’t have time so I chose to pass on this in favor of the matching. Will warm up with this tomorrow. |
| 21 | S | Theme language | Hands out PT2C: Matching | Works in pairs or alone | PT2C: Matching | 10 min | Most Ss had no trouble doing the activity. |
| 22 | S | Theme language | Corrects PT2C on whiteboard, drawing clockface or digital time and eliciting answers | Responds | PT2C: Matching | 5 min | The speaking component was more challenging. |
| 23 | S/A | Theme language | Model the dialog [1] again. Pairs Ss (different pairs!). Hands out PT2D to Ss 1 and PT2E to Ss 2. Ss work together to fill in the gaps. Model the activity. Monitor for dialog. | Asks each other “What time is it.” And fill in the missing clockfaces | PT2D and PT2E | 10 min | Dear lord was this difficult to model. (How many of these have they done?) In each class I had to work with the odd-person out (great idea putting 13 in each class, Erik) and couldn’t really monitor it very well. Some Ss obviously looked at each other’s papers. In section B I worked with Thae and the practice was great for him. |
| 24 | A | Theme language | Correct/review PT2D and E by having Ss come to the front of the classroom in pairs and reading the dialog. Use clock models. | Responds | PT2D and PT2E, clock models, chairs | 10 min | Never got to this. |
| NOTES: |
| Pre-Lesson: [1] What time is it? It’s 6:00 [2] [3] 1:35 = twenty-five to two How many Post-Lesson: |