teach how to tell time!

8/8/2019 Teach How to Tell Time!

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Lesson Planning

Araceli Mella.


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Activity: Teach How to Tell Time!

Grade: Fourth grade.

N of hours: 3 hours.


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First step:the teacher shows to the students a video that is alittle song about the numbers, so the students have to repeate the

song because this is a good way of practice pronunciaton.

The numbers

http://www.youtube.com/watch?v=z5VI3qCjskc
http://www.youtube.com/watch?v=z5VI3qCjskchttp://www.youtube.com/watch?v=z5VI3qCjskc


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http://learnenglishkids.britishcouncil.org/en/language-games/wordsearch/numbers

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

56 7

8 9

10

11

Across Down

3)5)6)8)11)

1)2)3)4)7)

9)10)
http://learnenglishkids.britishcouncil.org/en/language-games/wordsearch/numbershttp://learnenglishkids.britishcouncil.org/en/language-games/wordsearch/numbershttp://learnenglishkids.britishcouncil.org/en/language-games/wordsearch/numbershttp://learnenglishkids.britishcouncil.org/en/language-games/wordsearch/numbershttp://learnenglishkids.britishcouncil.org/en/language-games/wordsearch/numbers


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Third step: teacher gives to the students a review aboutthe 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
http://www.elabueloeduca.com/aprender/ingles/numeros/numeros.htmlhttp://www.elabueloeduca.com/aprender/ingles/numeros/numeros.htmlhttp://www.elabueloeduca.com/aprender/ingles/numeros/numeros.htmlhttp://www.elabueloeduca.com/aprender/ingles/numeros/numeros.html


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Fourth Step: after practice the numbers teacher prepare a bingoactivity , so each students will have a sheet of paper like this

and will listen the number that the professor tells. in thisActivity students practice the listening comprehension.


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We use the term oclockto refer to a a full hour. Examples

We use the term half(mitad) to referto 30 minuets.30 is the limit to use past orafter. Examples

What time is it?/What's the time?

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


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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 aquarter to refer to 15 minutes butit is after 30 so we use to.Examples:


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Remember to use past or after when the minutes are before 30.

http://www.mansioningles.com/gram47_ej1.htm


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It's half past eleven.It's eleven o'clock.It's twelve o'clock.

It's a quarter past six.It's half past three.It's a quarter to six.

It's five past three.It's five past four.It's five to four.

It's half past four.It's four o'clock.It's half past five.

http://www.englishexercises.org/makeagame/viewgame.asp?id=1648

It's ten past eleven.It's ten to twelve.It's ten past twelve.

It's twenty to nine.It's nine to twenty.It's twenty past eight.

Chose the correct alternative.
http://www.englishexercises.org/makeagame/viewgame.asp?id=1648http://www.englishexercises.org/makeagame/viewgame.asp?id=1648


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Its six oclock

Its half past ten

Its eleven to twelve

Match the clock with the right hour

Its twenty six past three


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Say what time is it in each clock


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Vocabulary:

the teacher present a new vocabulary to thestudents 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 ofactivities or games so the students can acquire the

vocabulary.


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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 theywill have to present interview in front of the class.


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CATEGORY 4 3 2 1

Knowledge Gained Student can accurately answer

several questions about theperson who was interviewedand can tell how this interviewrelates to the material beingstudied in class.

Student can accurately answer

a few questions about theperson who was interviewedand can tell how this interviewrelates to the material beingstudied in class.

Student can accurately answer

a few questions about theperson who was interviewed.

Student cannot accurately

answer questions about theperson who was interviewed.

Politeness Student never interrupted orhurried the person beinginterviewed and thanked them

for being willing to beinterviewed.

Student rarely interrupted orhurried the person beinginterviewed and thanked them

for being willing to beinterviewed.

Student rarely interrupted orhurried the person beinginterviewed, but forgot to thank

the person.

Several times, the studentinterrupted or hurried theperson being interviewed AND

forgot to thank the person.

Preparation Before the interview, thestudent prepared several in-depth AND factual questions toask.

Before the interview, thestudent prepared a couple of in-depth questions and severalfactual questions to ask.

Before the interview, thestudent prepared severalfactual questions to ask.

The student did not prepareany questions before theinterview.

Follow-up Questions The student listened carefully tothe person being interviewedand asked several relevantfollow-up questions based onwhat the person said.

The student listened carefully tothe person being interviewedand asked a couple of relevantfollow-up questions based onwhat the person said.

The student asked a couple offollow-up questions based onwhat s/he thought the personsaid.

The student did not ask anyfollow-up questions based onwhat the person said.

Interview: How to tell the time


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teach how to tell time!

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