Lesson Plan of Locating Simple Information in Clock for English Language Teaching
Grade VI, VII, and VIII
Students` Learning Outcomes
· Locate specific information in clock
Information for Teachers
· The pictures cards are attached as samples. Inform the students that a clock has hands to show hours, minutes and seconds. Some clocks may have only two hands while others may have three. Clocks may also have an alarm system and a hand to show the alarm.
· While teaching the lesson, consult textbook at all steps wherein and whenever it is applicable.
· Writing board, chalk/marker, a clock, picture cards (sample attached). You must draw the picture cards for o`clock, quarter past and half hour to time, based on the sample provided to show different time to students. You can also make a model of the clock or bring an original clock in class to do all the activities.
· Ask students: How can we tell time on a clock?
· (By looking at the hands and by reading the numbers in a digital watch)
· Hold a clock in your hand and demonstrate by asking questions about the hour clock. Keep changing the time to ask students about all twelve hours.
· Students tell what time on the clock is (Answer should be in o`clock, e.g. 1 o`clock). Do this for all twelve hours.
· Appreciate the students who give correct answers. Ask in a mixed up sequence, for example after asking 3 o` clock, ask about 6 o`clock.
· Ask them: “Which hand shows the hours and which hand shows the minutes?”
· Ask them: “Which hand shows the hours and which hand shows the minutes?” (For an o`clock time the small hand of the clock always represents hours and the bigger hand always represents the minutes.)
· Make a clock on the writing board and show 8:30 time or 8:50. Ask students: “What time does the clock show?”
· Practice quarter past time already done in grade three and minutes to time already done in grade four by repeating the activity of asking question, as given above, for half past time.
· Have students make the minute’s hands of clock, on board, counting the minutes by ‘half past’, ‘quarter past’ and ‘minutes to’.
· Have students draw the hands on the clocks to represent the correct time.
· Demonstrate the answers, for students to self-check their work.
· Play the game, “What time is it?” One student gives clues about the time, e.g. “The hour hand is close to or between three and four. The minute hand is between five and six. What time is it? i.e. 3:27” others students must guess the time. Clocks may be used to help figure the time. Take the Time Quiz (3|:27, 27 minutes after 3 or 27 minutes past 3.).
· Telling Time the Smart Way’ -5:25 say it the “Regular Way” five twenty five say it the “smart way” –twenty five minutes past five. Regular way is also called the digital time and smart way is the analogue time.
· Hold the clock in hand and ask different timing for ‘minutes after’ from students in pairs.
· Think and tell what the time on the clock is. Answer must be in minutes after. (Draw a 12:20 clock –the bigger hand will be at 4 and the smaller hand will be between 12 and 1 o`clock i.e. closer to 12). Tell them that t is 20 minutes after 12 o`clock. Repeat this activity with several pairs (on the clock) to help students understand and learn the concept.
· Guide students that the time in first half hour is closer to after minutes time, (for example 5:25 is twenty five minutes past five) and in the next half is closer to, (For example 5:40 is twenty minutes to six).
· All students work in pairs and make half past four, quarter past five, twelve minutes to eight and ten minutes after ten o’clock in their notebooks.
Sum up/ Conclusion
· After the students have finished the work, ask the pairs to draw 15 minutes after 4, 5, 6, 7, 8, 9, on the writing board. The students must appreciate the child by clapping for him/her for giving the right answer.
· Assess students` responses and written work.
· Students do the worksheet as a test in the following week.
· Involve the students in solving the problems given in the exercise at the end of unit/chapter.
· Ask them, on regular basis the time in clock. Keeping in mind o`clock, quarter past, half past, minutes to and minutes after time on a daily basis.
EXTENSION ASSESSMENT WORKSHEET
Time – Minutes After
Telling Time the “Smart way” (part A)
Say it the “regular way”- five thirteen
Say it the “Smart way” –thirteen after five
Write each time the “smart way”.