Teaching Time Telling Online

I.S.F.D LENGUAS VIVAS BARILOCHE –
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN
ALUMNO PRACTICANTE: Bravo, Débora.
Grado: 4th Year
Nivel lingüístico del curso: Beginner
Libro de clase: Beyond A1+ (Macmillan, 2019)
Cantidad de alumnos: 10
Tipo de Planificación: Clase online (Zoom, 40’)
Unidad Temática: Play (Are you musical?)
Clase: 1 (26/10/2020)
Learning Aims
During this lesson, learners will be able to:
● Talk about habits and routines.
● Revise vocabulary related to habits and routines.
● Develop self-confidence and describe people’s routines, as well as using
recycled rich and meaningful language.
● Improve the use of the second language and develop social skills through
work with peers and the teacher.

● Develop and enrich their imagination and explore a different world setting
in context.
● Develop effective engagement.
LEXIS FUNCTIONS STRUCTURE
R
E
V
Habits and daily
routines
Describing their own
habits and daily
routines.
I get up at 9 o’clock.
N
E
W
Habits and daily
routines
Describing people’s
habits and daily
routines.
(S)He gets up at 8
0´clock.
Materials
★ Flashcards related to feelings.
★ Flashcards related to the weather.
★ Links for the Warm up:
Video
https://www.youtube.com/watch?v=3E4Zca1p64s&featur
e=youtu.be
Activity:
https://es.liveworksheets.com/c?a=s&g=Gryffindor%204&s=P
racticum&t=59hh1nb4xy&l=jj&i=uduxtut&r=ju&db=0

★ Links for the Presentation
https://es.liveworksheets.com/c?a=s&g=Gryffindor%204
&s=Practicum&t=59hh1nb4xy&l=cf&i=uduofsx&r=dz&db
=0
- Text adapted from: https://echolocationtalent.com/follow-
a-day-in-the-life-of-marshmello/
★ Link for the Development:
https://drive.google.com/file/d/1YXpsU54kctwkGdfQwM8lLl6
10RDaSnzj/view?usp=sharing
★ Link for the Closure:
http://www.hangman.no/
Code to play: hovfagcxkkeb
★ Notebook and/or cell phone.
★ Speakers.
★ Link for the Homework:
https://www.youtube.com/watch?v=kS8Z_S5aAJM&feature=yout
u.be
Procedures
ROUTINE ACTIVITIES
1. Say hello and ask how students are today.
The teacher shows some faces to express the students’ feelings.
2. Talk about the weather.
The teacher tells students to stand up and look through their windows and
she shows some flashcards.

● Timing: 5 minutes
● Activity description and instructions as they will be said to students
“Hello dear! how are you today? Are you
happy/sad/bored?”
“Now, let’s stand up and look through the window...
what’s the weather like? Is it sunny/rainy/cloudy, etc.?”
● Scaffolding strategies
- Show feelings pictures while asking how they are today.
- Show weather flashcards and let them choose the correct one.
- Use body expression and facial expressions.
● Transition comment to link each stage of the lesson with the next one
“Last class, we worked with music. Today we will learn about
one of my favourite musicians. Do you know Marshmello? Do
you like his music? Now let’s know about his daily routine”.
WARM- UP
1. Video
https://www.youtube.com/watch?v=3E4Zca1p64s&feature=yo
utu.be
Activity:
https://es.liveworksheets.com/c?a=s&g=Gryffindor%204&s=P
racticum&t=59hh1nb4xy&l=jj&i=uduxtut&r=ju&db=0

The teacher shows the video and tells students to pay attention to Marshmello’s
routine. Then, she shares a link with an activity related to the video, and,
individually, students match the pictures to the names.
(include direct speech)
“Look at the video and pay attention to the activities
Marshmello does. Ifyou want, youcan takenotes in your
copybooks. Now clickthe link thatI will share in the chat
box and complete the activity.”
- Adequate the language speed.
- Check students understanding.
- Use body language and face expressions.
“Now, let’s learn a little bit more about Marshmello’s routine.”
PRESENTATION
1. Reading comprehension.
https://es.liveworksheets.com/c?a=s&g=Gryffindor%204&s=Practic
um&t=59hh1nb4xy&l=cf&i=uduofsx&r=dz&db=0
The teacher shares a link in which students have to read about Marshmello’s
routine and do the activities below.
“Click on the new link in the chat box. Let’s read the text
and choose the correct answer. Remember to click on
“Finish” and write your names”

- Check students’ understanding.
● Transition comment to link each stage of the lesson with the next
one
“Now, let’s read the text again and find some verbs. Do you
remember the verbs from the previous lessons?”
DEVELOPMENT (PRACTICE and PRODUCTION)
1. Grammar
https://docs.google.com/document/d/1BTu2_ac1qhDxM8Y0B
eNCTbcZE8oF91ciK-qn6JgiS6M/edit?usp=sharing
The teacher shows her screen and explains the use of Present Simple with
third person. Students have to look at Marshmello’s text again and find
examples of the verbs to complete the chart.
“Let’s pay attention to this chart. Can you find examples
in the text to complete the sentences? So, when we talk
about “he or she” we add an -s to the verb. Or we add -es,
according to the ending of the word.”
- Use body language and face expression.

2. Practice
The teacher shows her screen and tells students to copy the verbs. Then,
she asks them to complete the activity all together. Students use Zoom’s
tools to write on the teacher’s screen.
“Let’s complete this activity altogether first. Then, copy
these verbs in your copy book andadd “-s” or “-es” as you
did on the virtual board.”.
“Before saying goodbye, I have a surprise for you. Do
you know what "Hangman” is? What do we celebrate in
October? Let’s find out!”.
CLOSURE
1. Hangman
The teacher shows her screen and tells learners to risk letters of the alphabet to
discover the words hidden (Happy Hallogwarts).
http://www.hangman.no/
Code to play: hovfagcxkkeb

“Let’s do the last activity. Do you remember the letters of
the alphabet?Let’scheck… How do you spell your name?
Well, now we are going to play a game called
HANGMAN. You have to say a letter and discover the
hidden words.”
- Encourage learners to say letters and have fun.
“That’s all for this week! Later on, I will send you a tutorial
to make a Learning Clock for next Monday. Remember to
wash your hands! Goodbye!”
Homework:
1. Watch the tutorial “Learning Clock”, make your own clock and
answer the teacher’s questions on the comments.
https://www.youtube.com/watch?v=kS8Z_S5aAJM&feature=youtu.
be
2. Copy this chart on your copybooks for next Monday:
Slide 24:
https://docs.google.com/presentation/d/1dRVk7akrr4kvtbsVVXmN
aUBvrsRSKigJHS46XxjeRSk/edit?usp=sharing

To be completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence and
sequencing
x
Variety of
resources
X
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations Great start!

Grado: 4th Year
Clase: 2 (02/11/2020)
Learning Aims
● Tell the time.
● Revise vocabulary related to numbers.
● Develop self-confidence and describe people’s routines using the chunk
“What time is it?” as well as using recycled rich and meaningful language.

in context.
R
E
V
Numbers (0-60) Identify numbers. 7.oo
(seven o’clock)
N
E
W
The time Telling the time. 7.30
It’s seven, thirty.
Materials
★ Homemade “Learning Clock”.
★ Link for the Warm up:
https://docs.google.com/presentation/d/1dRVk7akrr4kvt
bsVVXmNaUBvrsRSKigJHS46XxjeRSk/edit?usp=sharing
★ Link for the Presentation (from: 4:20’ - 5:50’)
https://www.youtube.com/watch?v=cs81UdOc9TU&t=35
5s

★ Link for the Development
Activity 1: from slide 14-23
Activity 2: slide 24
https://docs.google.com/presentation/d/1dRVk7akrr4kvt
bsVVXmNaUBvrsRSKigJHS46XxjeRSk/edit?usp=sharing
★ Speakers.
Procedures
ROUTINE ACTIVITIES

happy/sad/bored?”
- Show the Learning Clock.
“In this lesson we will work with your homemade clocks. Have
you got them? Was it easy to follow the instructions to make
them?"
"Well, we will also learn about a famous princess's routine and
the time she does different activities in her well known story.
But before that, we will start revising some numbers. Do you
remember the numbers?”.
WARM- UP
1. Maths competition
The teacher shares the screen and tells students to solve the problems in groups.
Students are divided into two groups (Group: Yellow, and Group: Green). If the
group solve the maths problem correctly, they win two points. If they need help,
they win one point. If they don’t know the answer, the other group has the
possibility to risk and win one point. If they don’t know the answer they won’t be
given any points. They only have thirty seconds to solve it.
“I’m going to divide you into two groups. You have to
look at the problems and solve them. If the answer is
correct you win two points, if you need another chance
or help, and you answer correctly, you win one point. If

your second answer is wrong, you don’t win any points
and the other group can risk and win one point. You only
have thirty seconds to say the result”
- Check students’ understanding giving them the chance to use the
first two slides as examples.
“Now, let’s watch a video about a famous princess. Do you
know Cinderella? What do you remember about this tale? Who does
she live with?”
PRESENTATION
1. Short story (Cinderella) (from 4:20’ - 5:54’)
https://www.youtube.com/watch?v=cs81UdOc9TU&t=355s
The teacher shows the video about Cinderella. Students have to pay attention to
the time it is mentioned and answer some questions on the board.
“Watch the video and pay attention to some objects.
What is there behind Cinderella in the hall? Is the clock
on the wardrobe in the bedroom? Where is a pumpkin?"
"Let's watch the video again. Pay attention to the clocks.
And answer:
1. What time do Cinderella and her step sisters have
lunch?
2. What time is the party?
3. What time does Cinderella leave the party?”
Answers:
1. They have lunch at 12 o’clock.
2. The party starts at five, thirty.
3. Cinderella leaves the party at eleven o’clock.

- Use body language and facial expressions.
one
“Now, look for your home made clocks and let´s play another
game.”
1. Choose the correct option.
The teacher shows her screen and students, in the same groups as the
Warm up, choose the correct time. They only have thirty seconds to risk.
“In the same groups as the first activity, and with the
help of your home made clocks, look at the clocks and
answer what time it is. Then, choose the correct option.
You only have thirty seconds to say the time.”
- Check students’ understanding using the Learning Clock.
“With the help of your Learning Clocks let’s do another
activity”.
2. Survey: What time do you?

https://docs.google.com/presentation/d/1dRVk7akrr4kvtbsVV
XmNaUBvrsRSKigJHS46XxjeRSk/edit?usp=sharing
The teacher shows her screen and tells students to ask their mates about
their daily activities and complete the chart. She gives an example first
writing her name on the chart, and telling students to ask her.
“Look at the chart. You have the same chart in your
copybooks. Please, ask your mates about their routines
and complete it. Of course you can use your Learning
Clocks to check the time.”
- Check students’ understanding by giving them as many examples
as necessary for them to interview each other.
“Now, look at your mates’ information in the chart.”
Note: The chart to complete the survey will be sent before the lesson starts, so
students can copy it in their copybooks.
CLOSURE
- Writing
Students choose one mate from the chart and write three sentences
describing her/his activities. The teacher shows examples on the virtual
board.

“Look at the chart. Choose one partner and write three
sentences describing her/his daily routine. Remember:
What do we add to the verb when we talk about someone
else? We saw it last class.”
“When the lesson finishes, please send a photo of your
sentence to the What’sApp group.”
- Check students’ understanding by giving them an example on the
virtual board.
- Use body expression.
“That’s all for this week! Don’t forget to send me the photo.
Wash your hands! Goodbye!”

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations

Grado: 4th Year
Clase: 3 (09/11/2020)
Learning Aims
● Write an email.
● Be aware of the use of capital letters in English.
● Revise vocabulary related to numbers, the time, free-time activities,
music.
● Develop self-confidence and describe their own routines and people’s
routines, as well as using recycled rich and meaningful language.

in context.
R
E
V
● Numbers (0-60)
● The time.
● Free-time
activities
● Music.
Identify vocabulary. ● can / can’t
● Present simple
(first and third
singular person)
N
E
W
● Capital letters. Writing an email.
● Dear …,
● Write Soon,..
Materials
★ Link for the Presentation:
https://www.youtube.com/watch?v=RP1AL2DU6vQ

Google map:
https://goo.gl/maps/QEbA626VtBc59S1o6
★ Link for the Development: Slide 1 and 2
https://docs.google.com/presentation/d/111hKBybq5f1S
NVlOb0MqnsrtSDKUB3OkGHdCoamV9-
o/edit#slide=id.g9ad79629a6_0_9
★ Link for the Closure: Slide 3
https://docs.google.com/presentation/d/111hKBybq5f1S
NVlOb0MqnsrtSDKUB3OkGHdCoamV9-
o/edit#slide=id.g9ad79629a6_0_9
★ Speakers.
Procedures
ROUTINE ACTIVITIES

happy/sad/bored?”
“Last lesson we learnt about Cinderella’s routine. Today we
will discover a British boy’s routine”.
WARM- UP
1. “Stand up if…”
Theteacher tells studentsshe will read some prompts relatedto their abilities and
routines. If the answer is “YES”, students have tostand up. If the answer is “NO”,
they have to remain sitting down.
Prompts:
1. Stand up if you can play football.
2. Stand up if you play any sports.

3. Stand up if you get up at 10 in the morning.
4. Stand up if you can play the drums.
5. Stand up if you can play an instrument.
6. Stand up if you do your homework when the lesson finishes.
7. Stand up if you like pop music.
8. Stand up if you don’t like music.
9. Stand up if you go to bed at 10 p.m.
10.Stand up if you have orange juice for breakfast.
11. Stand up if you meet friends.
12. Stand up if you watch TV at night.
13. Stand up if you can ride a bike.
“Up to here you’ve learnt a lot of vocabulary about
music, the time, free time activities, the use of can/can’t,
etc. So let’s see how your daily life is. So, listen to me, if
the sentence is correct for you, you have to stand up. If it
is not correct for you, you have to remain in your seats.
Be careful with your devices when you get up, please.”
- Check students’ understanding by giving them examples.
“Now, let’s watch a video and learn about London and the
routine of a teenager from there.”
PRESENTATION
1. Video: Daily routine of an English teenager.
https://www.youtube.com/watch?v=RP1AL2DU6vQ
The teacher shows the video about an English boy called Fred. Students have to
pay attention to his routine and answer some questions.

Pre- Watching
1. The teacher asks students whether they know where London is.
“Is it in America? Asia? Europe? Yes! It’s in Europe!”
2. Then she shows her screen (Google map) and ask some questions:
“Look at the map, how canwe get to London? By car?By train?
By plane?”
“Look at the left on the screen, what’s the weather like in
London now? Do you know that it rains most part of the year?
Do you like rain? Would you like to visit London someday in
the future?”
Google map:
While- Watching
1. The teacher tells students to pay attention to some information in the
video. She writes the questions on the virtual board, and then students
write the answers.
“Now, let’s discover a little bit more about London and Fred.
While you are watching the video for the first time, please
answer: “Where is Fred from? “How old is he? How does he get
to school?””

Before- Watching
1. The teacher shows students her screen with some questions on the virtual
board about the video and tells students to pay attention to the
information needed to answer them. After answering she encourages
students to compare Fred’s culture to theirs.
“You will watch the video again. But this time please focus on
the following questions: Do you have cereal and orange juice
for breakfast? What do you have for breakfast?, etc.”
Questions:
1. What time does he get up?
2. What time does he go to bed?
3. What does he have for breakfast?
4. Does he take a bus to go to school?
5. Are there boys and girls in his school?
6. What time does his school start?
7. Where do students have lunch?
8. What time does school finish?
9. Does he have lunch at 10 p.m.?
- Check students’ understanding by showing the videoa third time if
necessary and stop it to lead them to the answers.
- Use body language and facial expression.
one
“Now, let's learn something new, do you know what capital
letters are? They are the biggest ones. Let’s learn how to use
them in English.”

1. Capital letters
https://docs.google.com/presentation/d/111hKBybq5f1SNVlOb
0MqnsrtSDKUB3OkGHdCoamV9-o/edit?usp=sharing
The teacher shows her screen and explains when capital letters are used in
English. Then she tells them to read an email and correct the words that
should be in capital letters.
“Look at the chart and let’s read when we use capital
letters in English. Then let’s correct the letters on the
email, altogether.”
“It’s your turn now! Do you remember the British boy
from the video, Fred? Let’s tell Fred about your
routines, your free-time activities, what you can or
can’t do.”
CLOSURE
1. Writing an email
The teacher shows her screen with the “Writing Plan” and tells students to
write an email to Fred talking about their routines and free-time activities.

“Look at the chart (Writing Plan). In your copybooks,
you have to write an email to Fred talking about your
routines and free-time activities. You can follow the
example of the mail we corrected.”
“When the lesson finishes, please send a photo of your
email to the WhatsApp group.”
“That’s all for this week! Remember to send the photo. Take
care! Goodbye!”

Grado: 4th Year
Clase: 4 (16/11/2020)
Learning Aims
● Revise vocabulary related to free-time activities, abilities, musical
instruments, habits and routines, the time as well as the vocabulary seen
during the year (colours, family members, parts of the house, etc.).
● Develop self-confidence and describe their own routines and abilities as
well as others using recycled rich and meaningful language.

in context.
R
E
V
 Free time activities
 Abilities
 Habits and daily
routines
 The time
 Musical instruments
 Food
 Months
 Colours
 Describing their
own free-time
activities, abilities,
routines.
 Describing others’
free-time activities,
abilities, routines.
 Telling the time.
 Identifying
vocabulary related
to food, months,
colours.
In my free-time, I…
I can/can’t swim.
I get up at 9 o’clock.
My friend goes to bed
at eleven, thirty.
My father can play the
violin.
N
E
W
Materials

★ Links for the Warm up: (slide 1)
https://www.educandy.com/site/resource.php?activity-
code=46d16
★ Links for the Presentation:
https://docs.google.com/presentation/d/1JYl2Ma4FUbM
92ULPCmQmUq97jMCxt7QkKXnYNn0bJrY/edit?usp=sh
aring
★ Link for the Development:
Google Map:
https://goo.gl/maps/oYaMRkMZM3PLAFv96
Activity 1: https://www.liveworksheets.com/iq1258867ds
Activity 2: https://wordwall.net/play/5452/801/140
★ Link for the Closure: (slide 2)
https://docs.google.com/presentation/d/1JYl2Ma4FUbM
92ULPCmQmUq97jMCxt7QkKXnYNn0bJrY/edit?usp=sh
aring
★ Speakers.
Procedures
ROUTINE ACTIVITIES

happy/sad/bored?”
“Today is my last lesson with you. So, we’re going to revise
what you have learnt up to here… Let’s have a game festival!
So let’s start with our first game”.
WARM- UP
1. Memory game
https://www.educandy.com/site/resource.php?activity-code=46d16
The teacher divides the class into small groups (teams of 2 or 3 learners), shows
her screen and tells them they have to say two numbers in order to discover the

cards and they have to memorise the action that each car has to match it to its
corresponding card. The team which has more matchings wins.
“Let’s play a memory game. In small groups you have to
select two cards with numbers on them, then match the
phrases that appear under each card. Good luck!!!”
- Check students’ understanding by showing an example.
- Encourage learners to have fun.
“Now, let’s learn about a festival in another part of the world.
But before that we will work with some important vocabulary. So,
let’s play another game!”
PRESENTATION
1. Tic Tac Toe
Now, in two groups, students are shown a grid with nine squares with
numbers in them. A member of a group says a number and the teacher
reads a definition. The whole group has to guess. If the answer is correct
they win the place and the teacher puts a nought or a cross, if the answer
is not correct the place is available for the other group.
https://docs.google.com/presentation/d/1JYl2Ma4FUbM92UL
PCmQmUq97jMCxt7QkKXnYNn0bJrY/edit?usp=sharing
DEFINITIONS:
1. ICE CREAM: It’sa frozen dessert.You eat it especially in summer.
It’s really cold.
2. DANCE: It’s an action. You can do this at parties. When you move
your bodies.
3. GARDEN: It’s a part of the house. It’s outside.

4. SUMMER: It’sa season. Winter - spring - autumn….? We go to the
beach this season.
5. SING: It’s an action. Black Pink, BTS can do this very well.
6. BED: It’s an object. It’s in your bedroom. It’s for sleeping.
7. JUNE: It’s a month. It’s between May and July. January,
February, March, April, May, …?
8. FLOWER: It’s an object. You can see them in gardens. There are
of many colours.
9. FISH: It’s an animal. It lives in the water. You can eat it with chips.
“In groups, look at my screen. Can you see the numbers?
Well you have to agree on one number. I’m going to read
a definition that each number has, and you have to say
the word. If the answer is correct you win the place. If
not, the other group can guess it.”
- Check students’ understanding by giving them an example.
- Encourage students to have fun.
one
“Now, let’s read a textabout a festivalin Sweden. Do you know
where this country is? Let’s see.”
1. Reading comprehension.
First, the teacher shows the screen and asks students whether they know where
Sweden is.
https://goo.gl/maps/oYaMRkMZM3PLAFv96
Theteacher sharesa link in which students haveto readabout Midsummer’s Eve,
Sweden and do the activities below. Then, she encourages students to reflect on

the festivals in their country, the type of music they can hear there, what people
can do, what they eat, etc.
https://www.liveworksheets.com/iq1258867ds
“Look at the map, do you know where Sweden is? Is it in
America?
Now, let’s read about a Festival there. Open the link that
it’s in the chat box. Look at the pictures first, what can
you see?”
“Let’s read the instructions and do the activities below.
When you finish, come back to the Zoom meeting.”
“Which festivals do we have in our country? What type
of music can you listen to there? Do you like this type of
music?”
- Check students’ understanding by asking them questions about the
text and the pictures on it.
“Now let's’ make a revision of allthe topicsyou have seen
up to here.
2. Practice
The teacher shares the link of the game and tells them to read the
sentences carefully before completing them.
https://wordwall.net/play/5452/801/140

“Go to the link in the chat and let’s play a game. It’s a
revision of this term. So, don’t rush, read the sentences
carefully and complete the blanks with the missing
words… there are extra words. When you complete the
sentences click on ‘submit answer’. Have fun!”.
- Encourage students to have fun.
“Before saying goodbye, think about your lessons with
me”.
CLOSURE
1. Reflection
https://docs.google.com/presentation/d/1JYl2Ma4FUbM92UL
PCmQmUq97jMCxt7QkKXnYNn0bJrY/edit?usp=sharing
The teacher tells learners to write what he liked the most during this practicum
term. She shares her screen for students to write their opinions there.
“In this last activity, please try to think about the
activities you liked the most and write them on the
virtual board.”
- Encourage learners to reflect on this last term.

“That’s the end of my presence in your lessons. Thank you
very much for participatingin such an enthusiasticway! As
a gift I will send you some surprises to the WhatsAppgroup,
because I know you would love them. Bye bye.”
Gift 1: Game
https://wordwall.net/play/5352/002/892
Gift 2: Certificate of Appreciation

Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources
X
Stages and
activities
X
Scaffolding
strategies
X
Language
accuracy
X
Observations Great job, Débora!
Y ou have successfully faced your “challenges”. Y ou included a tutorial video,
customized game and some reflection on intelculturality. Well done!

Teaching Time Telling Online

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Teaching Time Telling Online

Similar to Teaching Time Telling Online (20)

More from DeboraBravo4

More from DeboraBravo4 (13)

Recently uploaded

Recently uploaded (20)

Teaching Time Telling Online