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Paris to Marseille
400 miles
Go to work
2 miles
Go to
supermarket
500 meters
London to Sydney
10000 miles
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B Reading
C Dialogue
Read this dialogue. John asks Mandy, who works in the ticket
office, about trains that depart from Chicago Train Station.
Look also at the timetable on the right.
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D Vocabulary
Match the times on the left with the words on the right.
Time Words
0800 Quarter till
0815 O’clock
1. _______
2. _______
3. _______
4. _______
5. _______
E Speaking
What time…?
Which platform…?
Where does…?
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E Speaking
4 _______ 12 _______
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E Speaking
2 Washington 19 _______
3 _______ 8 _______
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Teacher Notes
Present Simple for routine actions,
Target Language:
telling the time, numbers.
Duration: 50 minutes
A. Warmer (5 minutes)
B. Reading (10 minutes)
C. Dialogue (15 minutes)
D. Vocabulary (10 minutes)
E. Speaking (10 minutes)
Total: 50 minutes.
2 Procedure
A. Warmer
The goal of today’s lesson is to enable students to talk about and ask the time and
use the Present Simple to talk about routine actions.
For the Warmer, first elicit the methods of transport (walking, catching a train, etc)
and then ask the class to decide the best method for each journey. You can then ask
students more local examples such as journeys in their town, region or country.
B. Reading
There is a very brief reading in this section. The Present Simple tense is used and
there are many numbers too.
Before asking the students to read the text alone, write some of these numbers on
the board, which will focus your students’ attention on key facts in the text. These
numbers will then form the answers to the questions you can ask afterwards.
Example
C. Dialogue
Make sure the students understand the relevance of the information given in the
timetable to the side of the dialogue. After the students have read the dialogue to
themselves, you can act it out with a few stronger students, then put the class into
pairs to practice it, swapping the pairs around for a second read through. Listen to
these dialogues and do whole-class correction feedback if necessary.
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If you have time, you can extend the dialogue by covering other cities in the
timetable.
D. Vocabulary
Note: this version of the lesson plan uses American expressions such as “five till”
and “five after”. The British version of the lesson uses “five past” and “five to” so you
have that as an alternative.
Ask your students what the time is in the clock image (“it’s three o’clock”)
Draw a large clock face on the board and write the correct expressions as you work
your way through the table. If you have a clock you can use with the class, use it to
consolidate what they have learnt.
Read out five times for students to note down, taking care to focus on any
expressions (e.g. “a quarter till”) that are causing difficulty.
If you want to extend this to get some extra speaking practice, ask each student to
write their own five times down and then to dictate them to their partner. You can
monitor for errors and do corrections afterwards. Remember to give some attention
to pronunciation to, especially with regards to weak forms (“a quarter till six”).
F. Speaking
There are two pages for students, one for Student A and one for Student B. Give half
the class the worksheet for Student A and the other half the worksheet for Student
B.
This jigsaw activity requires students to use the language they encountered already
in Section C. If you feel it’s necessary, do the activity first with a strong student and
model the questions and answers for other students to follow. If you have time at
the end of the lesson, ask pairs to act out their dialogues in turn for the rest of the
class to listen to.
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