Name of trainee : ANDRIANTOANDRO Tsiferana and RANJATO Aina Valisoa.

Length of the class: 2 h

Name of trainer : ANDRIANOAVINA Tolotra Dates: Thursday, 16th June 2021
Institution: LTC
Level of the class: 1st year level.

Lesson Title: : Telling time and numbers.

Overall course goal: Students will be able to tell time and use cardinal and ordinal Pre -requisite: Present simple, small cardinal numbers from 1 to 99.
numbers in familiar situations.

SPECIFIC OBJECTIVES and STAGES, STEPS and PROCEDURES BLACK BOARD

TECHNIQUES MATERIALS
TARGETED ACTION or LANGUAGES
ACTIVITY
A. Stage1: PRE-READING: (1h15 min)

a) Cardinal and ordinal numbers (40min)

1. Objective for Step 1: Review cardinal -Write 1,2,3,4,5,6,7,8,9 -What are these? Are they letters or numbers? 1 2 3 4 5 6 7 8 9
step 1: To recall numbers from 1 to 99 .(08 on the blackboard. S: Numbers.
-Yes they are numbers. We call them cardinal numbers.
cardinal numbers mn) -How do we read them?
from 1 to 99. Material: Black board -Insist on the
pronunciation.
Technique: Revision activity of -Give the instructions. -Let’s have an activity to review cardinal numbers.
A team competition cardinal numbers. -Share the handouts. This a competition between 3 teams. Team A, B and C
are going to write correctly in letters in the blackboard
activity. -Do the correction of the the cardinal numbers that I will show.
exercise. The first team that writes the correct answer will get 1
point.
-Let’s have an example of what you are going to do.
Objective for step 2: Step 2: Present the large
To identify the large cardinal numbers. (3min)
cardinal numbers.
Present the large cardinal -Elicit how to read large -How do we read this number 100? 100: One hundred.
S: One hundred. And what do we have after 100
Technique: numbers with hundred. cardinal numbers with hundred? 101: One hundred and one.
hundred. Do not forget to use ‘and’ after hundred. 200 300 400……
- How do we read this number? (Point at 200) and this
Using elicitation Material: Black board (point at 300)?
questions.
Checking -What is this number: 158?
Present the large cardinal -Elicit how to -How do we read this number 1000? 1000 : One thousand
numbers with thousand. pronounce some large -We pronounce it one thousand. 1001: One thousand and one.
-And what do we have after one thousand? .We have
cardinal numbers with one thousand one. We do not use ‘and’ after’ 2000 3000 4000 ……
Material: Black board ’thousand’. thousand’. 10 000: ten thousand.
- How do we pronounce this number? (Point at 2000) 100 000: One hundred
and this (point at 3000) and this number (point at 10 thousand.
000)? And this number (point at 100 000)?
Checking -Use a checking - What is this number: 50 439?
question.
Present the large cardinal -Elicit how to -How do we read this number 1 000 000?
numbers with thousand pronounce large cardinal -We pronounce it one million.
-And what do we have after one million? .We have one
numbers with ‘million’. million one. We do not use ‘and’ after’ million’.
- How do we read this number? (Point at 2 000 000)
and this (point at 3 000 000) and this number (point at
10 000 000)? And this number (point at 100 000 000)?
Checking -Use a checking - What is this number:2 002 060?
question.
Objective for step 3: Step 3: Present the -Elicit the meaning of -What is the date today? Wednesday, 17th June 2021.
To identify the meaning meaning of ordinal ordinal numbers and It is the 17th of June.
-How do we call this number? ( point at 17th) Is it a
of ordinal numbers. numbers. (5min) their use. cardinal number?
This is called an ordinal number.
Techniques: And what was the date yesterday? The date yesterday
Using elicitation was the 16th of June 2021.That was the date yesterday.
When can we use ordinal numbers then? S: We use
questions and examples. Material: Black board them to tell the date.
-Exactly, we use ordinal numbers with specific dates.

-Now we are living in the 21st century because we are in 21st century.
2021. Which ordinal numbers are used here? S: 21st.
So, can we use ordinal numbers with centuries? S: Yes.
- Exactly, we use ordinal numbers with centuries.

Materials: -We have another use of ordinal numbers.

 Pictures Look at this picture. What is this? (Point at the cat).
What is this (point at the penguin).And what is this?
( point at the turtle). And what is this? (Point at the
snail). They are in a race competition. Which do you
think will arrive at the position N°01? Let’s give them a
position.
- Which will arrive at the number one position?
→The cat will be in the number one position so it is
first.
- And which will be in the number two position?
→The penguin will be in the number two position so it
is second.
- And which will be in the number three position?
→The turtle will be in the number three position so it is
third.
- And which will be in the number four position?
→The snail will be in the number four position so it is
fourth.

We gave positions to those animals.

When do we use ordinal numbers then?
S: for position.
T: Yes, we use ordinal number to talk about the
position of something or to give a position to something
, or to put things in order.

-Use a checking -Which is the first day of the week?

Checking question.
Objective for step 4: Step 4- Present the form -Elicit the form by -Look at those ordinal numbers. What is written after 1? S: ‘-
To identify the form of of ordinal numbers. making them notice the st’. T: We have the ‘-st’ suffix after 1.What is written after 2? ●We use ‘-st’ when the
ordinal numbers. (5min) ordinal numbers’ S:’- nd’ .T: We have the ‘-nd’ suffix after 2.And what is number ends in ‘1’.
suffixes. written after 3 here? S:’-rd’.T: We have the ‘-rd’ suffix after ●We use ‘-nd’ when the
Technique: Material: Black board -Point at the ordinal 3. What is written after 4 here? S:’-th’. T: We have the ‘-th’ number ends in ‘2’.
Using elicitation numbers which are suffix after 4. ●We use ‘-rd’ when the
questions. already written on the -What are the ordinal numbers’ suffixes then? number ends in ‘3’.
blackboard. S: ‘-st’; ’- nd’; ’-rd’; ’-th’.
-When do we use the ‘-st’ then?
We use ‘-st’ when the number ends in ‘1’.
-When do we use the ‘-nd’ then?
We use ‘-nd’ when the number ends in ‘2’.
 -When do we use the ‘-rd’ then?
We use ‘-rd’ when the number ends in ‘3’.
-When do we use the ‘-th’ then?
We use ‘-th’ for all numbers that do not end in ‘1’,’2’,and ’ Exceptions are:
3’ except for 11, 12, 13. 11,12,13

Checking -Use checking - Tell me the ordinal numbers of those numbers. 31, 12, 43, 100, 19.
questions.
Objective for step 5: Step 5 : Get them familiar with the form and meaning of ordinal and cardinal Numbers. (20 min)
To practice the use of
ordinal and cardinal
numbers.
Controlled practice - Giving instructions for - Now, let’s practice.
Technique; (10min) the activity 1. -Get in pairs. There are numbers written in the
Using flashcards . Materials: flashcards. Student A and students B take turn to show
Handout N°1 and to pronounce the numbers in the flashcards. The
students who gets the answer correct gets one point. Note
Flashcards. down your friends’ answers.

Let’s have an example of that activity....

-Correction of the Which numbers didn’t you know? Which numbers were
exercise. difficult for you to read?
Technique: Semi- controlled practice. - Giving instructions for Let’s practice with a game.
A board game activity. (10min) the activity 2. Get in a group of six. Take turn to roll the dice and
answer the questions in the board game.
Materials: You and your partner can move when you have
HANDOUT N°2 finished answering a question correctly.
Board game worksheet.
-Correction of the Let’s take an example of the question number one.
exercise.

b) Telling time (30)

1. Objective for step 1: Step 1: present the new
To identify how to tell grammatical items .(10 mn)
time.

- Elicit the meaning of ‘a -Elicit the meaning of -What is this? (Show the clock).
watch and a clock’. ‘a clock’ and ‘a -And what is this? (Show the watch).
Technique: watch’. - I watch the time (use gestures) .Which is a watch, this or
Showing authentic -Show students a this?
materials and using -This is a clock and we call this one a watch. The thing that
watch and a clock.
gestures. you wear on your wrist is called a watch.
-Teach the -Why do we use a clock or a watch?
pronunciation of ‘a S: To tell time.
clock’ and ‘a watch’. -Please repeat after me’ a clock’, ’a watch’.

Check the meaning of a -Use a checking -Is this a clock? So what is this? S: A watch. And this one?
watch and a clock. question.

Techniques: - Elicit the meaning of -Use a clock to show the - What time is it?
Inductive: recognize the o’clock. time and put the time at S: Twelve.
lexical item by means of 12:00. - Yes, it is twelve o’clock or we can just say it is twelve.
elicitation questions. O clock means zero zero, no minutes. Here we have twelve
-Make students notice zero zero , so it is twelve o’ clock. Please repeat after me
the meaning of o’clock. ‘O’clock’.

Check the meaning of o’ -check their 3:00

clock. understanding of
‘o’clock’ by writing -What time is it?
3:00 on the board.
morning afternoon midnight
-Recall what they
Elicit the meaning of already know about the -Before 12, do we call that part of the day ‘morning’ or
‘a.m’ and ‘p.m’. ‘afternoon’? S: morning. a.m p.m
different parts of a day.
-After 12, do we call that part of the day ‘afternoon’ or
Technique: -Draw a time line on the ‘morning’? S: Afternoon. Noon=12 o’clock in the day.
Inductive: recognize the Material: Black board board and make them -And if the time is at 12:00, how do we call that part of the Midnight=12 o’clock at
lexical items by means of notice the meaning of day? night.
a time line. ‘a.m.’ and ‘p.m.’. T: We call it ‘noon’ or ‘midday’.
Look at the board. Does ‘a.m.’ mean in the morning or in
the afternoon until midnight?
-Teach the pronunciation S:-a.m. means in the morning.
of ‘a.m.’ and ‘p.m.’. -And does ‘p.m.’ mean in the morning? In the afternoon? In
the evening? At night?
-Ask checking T: P.m. means from after noon until midnight.
questions. Please repeat after me ’a.m.’ /’p.m.’

Check the meaning of -Is 3: 00 a.m. in the morning or in the afternoon? morning afternoon midnight
‘a.m.’ and ‘p.m.’. S: In the morning.
-Is 3:00 p.m. in the afternoon or in the morning? 3a.m. 3 p.m.
-Put the time at 11:45 S: In the afternoon.
and write 11:45 on the
board.
Techniques: Elicit the meaning of ‘a -Draw a chart divided We have 2 ways to tell time.
Use a clock and quarter to’. into 3 columns. -What is this number? (Point at 11). And what is this 1st 2nd way
elicitation questions. number? (Point at 45). way
-The time is eleven forty five. That is the first way to tell 12:00 twelve Twelve
time. We just read the numbers here to tell the time. o’clock
11:45 Eleve A
-It is not yet twelve. How many minutes are there before n forty quarter
twelve o’clock? five to
-Teach the pronunciation S: 15 mn. twelve
of ‘a quarter’ -If we divide 1hour into four, we have 15mn. 15 mn is a
quarter (1/4) of an hour then. So we can say it is a quarter
-Put the time at 1:45 to twelve. ’to’ means here before.
-Please repeat after me ’a quarter’/’a quarter to twelve’.

Check the meaning of What time is it?

‘ a quarter to’.
-What is this number? (Point at 1). And what is this number?
 Elicit the meaning of ‘to’. (Point at 50). So what time is it?
S: It is one fifty.
-(Put the time at 1: 50) Now we are going to tell this time in another way.
-Is the time already at 2 o’clock? S: No. How many minutes 1:50 One Ten to
-Put the time at 1: 55 are there before 2 o’clock? S: 10 mn. fifty two
So It is ten to two. Or it is 10 min before 2’o clock.

Check the meaning of -Ask elicitation --What time is it?

‘to’. questions.
-( put the time at 1:15)
Techniques: Elicit the meaning of ‘a -What is this number? (Point at 1). And what is this number?
Inductive: recognize the quarter past’. (Point at 15). So what time is it? S: It is one fifteen.
lexical item by means of Now we are going to tell this time in another way.
elicitation questions. -It is not at 1 o’clock anymore. How many minutes are there 1:15 One A
after one? S: 15 mn. fiftee quarter
-Teach the pronunciation - So we can say it is a quarter past one. ’Past’ means here n past one
of ‘a quarter past’. after.
-Please repeat after me ’a quarter’, ‘past’/ ‘a quarter past
-Use a checking one’.
questions by putting the
time at 2:15.
-What time is it?
Check the meaning of -( put the time at 1:20)
‘a quarter past’.

-It is not at 1 o’clock anymore. How many minutes are there

Elicit the meaning of ‘ after one? S: 20 mn.
past’. -( put the time at 1:25) - So we can say it is twenty past one. 1:20 One Twenty
twenty past one

Checking the meaning of -(Write 1:30 on the -What time is it?

‘ past chart)

Elicit the meaning of ‘half

past’.
Techniques: - What time Is it? S: It is one thirty. 1:30 One Half
Inductive: recognize the -Teach the pronunciation -Is the time at one? S: No. Is the time at two o’clock? S: No. thirty past
lexical item by means of of ‘half’. How many minutes are there after one o’clock here? S: one
elicitation questions. 30mn.
Material: Black board -If we divide 1hour into two, how many minutes do we
-put the time at 4:30. have? S: 30mn.
-30 mn is half of an hour. So we can say it is half past one.
-Please repeat after me ‘half past’/’half past one’.
Check the meaning of
‘half past’. -What time is it?

Step 2: Pratice the form

and meaning of the new
Objective for step 2: lexcal items. (20 min)
To practice how to tell
time.
Objective: Controlled practice (10) - Giving instructions for - Now, let’s practice.
To match the pictures to Materials: the exercise 1. -Match the time.
the appropriate time. Telling The Time Let’s take the example of number one....
Technique for exercise Handout N°3 .
1: -Correction of the Let’s correct it together.
Matching exercise exercise.

Objective: - Giving instructions for .Write the times in number

To write the time fully. the exercise 2. Let’s take the example of number one....
. Technique for exercise
2: -Correction of the Let’s correct it together.
Giving time in letters to exercise.
transform into numbers.

Technique for - Giving instructions for - What time is it ? Draw the time in the clock.
 exercise3: the exercise 3. - For example. (write on the board)
Putting clock hands into
the right position. -Correction of the
exercise.

c) Key lexical items in the reading text (03min)

Objective: To identify Step 1: Presentation of

the meaning of “ahead the lexical item “behind”
of” and “behind” and “ahead of” (2min)

Techniques:
Inductive: recognize the Elicitation of the meaning Elicitation questions -What time is it? A:12:30 p.m
lexical item by means of Material: Black board -What’s the difference between A and B?
elicitation questions The difference is 15min B:12:15 p.m
-Let’s compare: A is 15 min ahead of B, and B is 15 min
behind A.

B. Stage2 : WHILE-READING: (25 min)

Objectives: o Step 1: T: We are going to read a story about Graham. In the story,
he is telling his friend about the trouble he had about finding
Students will be able to Introducing the Share the reading the exact time before he went to work.
recall and apply their reading material Comprehension
knowledge about telling (1 min) worksheet and read the - Before we start the reading, this is the reading
time in a reading Materials: instructions to students. comprehension copy.
comprehension. Handout N°4:
A reading comprehension
Techniques: worksheet.
Questioning; skimming o Step 2: Reading -Explain the reading - I am going to read the text. Listen to me! When I finish
and scanning through the the text and the procedure the reading, it’s your turn to read, Ok?
text. instructions(10)
-Model the reading and - Now it’s your turn.
encourage students to
Objective for the 1st Material: read louder. 1st reading: Read the text and speak louder!
reading: Pronounce (Point 4 students to read louder)
difficult words correctly Handout N°4: -Correct students’ bad let’s divide the text into 4.
pronunciations. 1: I woke up…in the bath room
2: When I went …slower than that.
3: I went into the study…didn’t know the time.
4: He said that… what time it was.

Objective for the 2nd 2nd reading: Read the text silently, and try to understand.
reading: To have a
general comprehension.

Objective for the 2nd 3rd reading: Read the text silently and do the activities.
reading: To have a
detailed comprehension
o Step 3: Reading
activities (15 min)

Materials:
Handout N°4:
Objective for Activity
1: Students will be able
to match lexical items to Activity 1: (5min) Match -model the activity by - There are 2 columns A and B. In A, there lexical items;
their appropriate words to their definitions giving an example. and in B, there are definitions. Match the lexical items in A
definitions. with their meanings in B. Look at the example with the
NOUN ‘BEDROOM’. Please, do the same with the rest.
- Let’s give the answer to N°1. So in the text, what
Activity 2: (5min) Answer time was it in the bedroom?
Objective for Activity the following questions:
2: To write the answers 1) What time was it… - Now, continue with the next questions.
of the given questions (Use either ‘am’ or ‘pm’)
using the specific 2) More questions. - If you have finished, let’s correct it!
information in the text.
Activity 3: (5 min) Choose
Objective for Activity and underline the right - Let’s move on to the next activity.
3: Select the right answer answer:
- (And So on…)
according to the text.

Activity 4: (5 min)
Objective for Activity Arrange the following - Let’s give the answer to N°1. So in the text, Where
did he go first? Where was Graham at the beginning
4: Put the words in their places in the right order of the story?
appropriate places in the in which Graham visited
boxes. them one after the others. - Now, complete the next boxes.
Put the right answer in
the appropriate box

A. Stage2 : POST-READING: (10 min)

Objective: Students Writing activity -Write the instruction on Write a paragraph, in at least 80
will be able to write a the board words, about a situation in which
you had a trouble looking for the
story of at least 80 Material: Black board exact time.
words telling time and -Explain the writing Write a paragraph, in at least 80 words, about
using cardinal and procedure. a situation in which you had a trouble looking Answer the following questions:
for the exact time.
ordinal numbers in a
When did it happen? Where did
familiar situation. Answer the following questions: it happen? Why did you need to
find the exact time?
Techniques: Writing a When did it happen? Where did it happen?
paragraph through Why did you need to find the exact time? Write about the date and place it
leading questions. happened and give details about
Write about the date and place it happened the problems.
and Give details about the problems.
I you can’t find a real situation,
I you can’t find a real situation, you can invent you can invent a situation and use
a situation and use your imagination. your imagination.