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WHAT
TIME IS IT?
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1 Warm up
Look at the numbers and match them with words that have the same or a similar sound.
2 Listening
Listen to the conversations again and match these items with their times. One item is extra in each
conversation.
Conversation 1
Conversation 2
2. dinner: b. seven-thirty
3. a TV show: c. eight-thirty
3 Language point
Study these sentences and answer the question below.
We use these sentences to ask and answer questions about the time.
• There are three / four ways to make questions about the time.
There is one way / are two ways to say the time when it’s exactly on the hour.
It’s a quarter past seven. It’s half past four. It’s a quarter to one.
• A quarter means ten / fourteen / fifteen minutes, when we talk about the time.
• A half means thirty / thirteen / three minutes, when we talk about the time.
It’s five past seven. It’s twenty past ten. It’s twenty to three. It’s five to nine.
4 Practice
Complete the questions and answers about the time. Write one word in each space.
1 3 5
What’s you have Do you the What time is
7
time? It’s quarter the time? Yes, it’s five time? Yes, it’s half ? It’s seven
2 4 6 8
five. . eleven. -five.
9 11 13 15
you have Do you the What time What the
14
the time? Yes, it’s nine time, please? It’s two it? It time? It’s a quarter
10 12 16
. . eleven. seven.
5 Speaking
Read Conversation 1 and decide which option is correct: A or B.
A B prompts
student 1 What time is our What time is our class time / English class
English class? English?
• Work in pairs to read the correct conversation out loud. Then cover columns A and B and use
the words in the column on the right to help you repeat the conversation.
• Now try Conversation 2 in the same way.
A B prompts
businessman 1 Mike, do you have the Mike, do you got the got / time
time? time?
businessman 2 It’s at half past seven. It’s half past seven. 7:30
businessman 1 When is the train? When does the train? when / train
businessman 1 I have time to call my I have time to call my time / call / wife /
wife. She stops work wife. She stops work stop 6:00
at six. on six.
6 Extra practice/homework
Read the sentences and draw the hands on the clocks to show the time.
a b c
d e f
g h i
d. My TV show is at eight-thirty.
7 Optional extension
These numbers can sound the same: thirteen (13) and thirty (30). We can be sure of the meaning
when we get the syllable stress right:
Stressed syllables are pronounced more strongly. Underline the stressed syllables in the table below.
Then practice saying all these numbers with the correct syllable stress.
13 thir-teen 30 thir-ty
14 four-teen 40 for-ty
15 fif-teen 50 fif-ty
16 six-teen 60 six-ty
17 se-ven-teen 70 se-ven-ty
18 eigh-teen 80 eigh-ty
19 nine-teen 90 nine-ty
Work in pairs. Say one of the numbers for your partner. Listen and decide which number you hear –
you can write the number or say if it’s group A or group B in the table.
Transcripts
2. Listening
Female: That’s pretty late. My train is at three-thirty. I hope I have time for lunch!
Dialogue 2: At home
Female: Yes, but he’s not at home now. He stops work at ten o’clock.
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TEACHER MATERIALS · ELEMENTARY (A1-A2)
Key
1. Warm up
5 mins.
Call attention to the header image showing someone looking at their watch and tell students that the topic of
the lesson is telling the time. First, they need to check that they know the numbers one to twelve and how to
pronounce and spell them. Explain the matching task, which is based on pronunciation, and demonstrate the first
item with the students.
You could point out the (often) irregular relationship between sound and spelling in English and encourage students
to say the numbers and words out loud to find the pairs, as relying on spelling can be a poor strategy. Give
students a couple of minutes to complete both sections of the task for numbers 1-12 and then check answers.
Drill pronunciation of all the numbers, including the higher numbers at the end of the exercise.
1-12: 1 son, 2 new, 3 me, 4 more, 5 I’ve, 6 chicks, 7 eleven/seven, 8 late, 9 fine, 10 men, 11 seven/eleven, 12
shelves
2. Listening
10 mins.
Call attention to the introduction to set the context and then go over the instructions for the first listening task.
Play the dialogues and check answers with the class. For the second listening task, students can work in pairs to
read through the sentences and try to remember the missing information to match, but one item is extra. Play the
recording a second time for them to check.
1. → d. 2. → e. 3. → b. 4. → a. 5. → c.
Conversation 2:
1. → d. 2. → b. 3. → e. 4. → a. 5. → c.
3. Language point
10 mins.
Have students focus on the sentences, explanations and examples. Go through the questions one by one, nominating
a different student to answer each question, to clarify the rules. It may be helpful to use students’ L1, if your class
is monolingual, to translate quarter/past/to. Although there are some regional variations in talking about the time,
all of these phrases will be useful for interacting with native speakers and other English learners around the world.
Drill the example questions and answers with the class and remind students that contractions are used in virtually
all informal speech.
1. four
2. at
There is one way / are two ways to say the time when it’s exactly on the hour. 7→ are two ways
1. fifteen
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TEACHER MATERIALS · ELEMENTARY (A1-A2)
2. thirty
1. after
2. before
4. Practice
10 mins.
Do number one as an example with the whole class. Students work alone and then check answers in pairs before
going over the answers with the whole class. Students should not write numerals; they should write words. If you
have time, students could cover the exercises/answers and ask and answer questions about the clocks in pairs.
NOTE: If students are finding this difficult, skip the speaking stage and do the extra practice/homework exercises
in class for additional support.
1. the 2. to 3. Do 4. o’clock
5. have 6. past 7. it 8. forty
9. Do 10. thirty 11. have 12. fifteen
13. is 14. ’s 15. ’s 16. past
5. Speaking
13 mins.
In this stage, students will activate the vocabulary and grammar from the lesson in a speaking activity with two
stages. Go over the instructions for the first stage of the activity. Give students a few minutes to work alone
to choose the correct option for each line of dialogue. Encourage students to look back at the worksheet for
support if they need to. After a few minutes, check answers with the class, and then ask students to read out the
correct dialogue in pairs. Then students cover the table except for the column on the right and use the prompts to
reconstruct the dialogue. Monitor and support students as necessary and correct and drill any mistakes you hear.
Repeat these instructions for Conversation 2.
Do you have the time? Yes, it’s three o’clock. What time is our English It’s at four.
class?
When is the break? The break is at half past The class starts again at We have time for a coffee.
five. quarter to six.
Answers to the second table:
Mike, do you have the It’s half past seven. When is the train? It’s at quarter to nine.
time?
I have time to call my wife. The bar closes at quarter We have time for a drink.
She stops work at six. past eight.
6. Extra practice/homework
2 mins to explain.
These exercises can be assigned for homework or used instead of the speaking activity if the class needs more
support. If you use these for homework, make sure that you mark the exercises in a future class, or collect them
from students and mark them yourself outside class. If you prefer, you can make the answers available to students,
and they can check their own answers. The answers are given as digital times – monitor student drawings for
accuracy.
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TEACHER MATERIALS · ELEMENTARY (A1-A2)
7. Optional extension
10 mins.
These exercises are designed as a cooler activity if you have time in your lesson. In this activity, students can
practice saying higher numbers and develop accuracy in listening and pronunciation. Go over the introduction
and drill the difference clearly. Then give students a few minutes to underline stressed syllables, check answers,
and drill some more. The pattern is that the teens have final syllable stress, while the tens have first syllable stress.
Finally, students can practice speaking and listening in pairs - demonstrate the activity for them first.
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