ACE Lesson 14






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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]
1:05 = five past one
1:10 = ten past one
1:15 = quarter past one
1:20 = twenty past one
1:25 = twenty-five past one
1:30 = half past one

[3]

1:35 = twenty-five to two
1:40 = twenty to two
1:45 = quarter to two
1:50 = ten to two
1:55 = five to two

How many

Post-Lesson: