| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Spanish |
| What topic | Telling time |
| What length (min) | 30 |
| What age group | Year or Grade 9 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Spanish
Telling Time
Year 9 (approximately 14-15 years old)
30 minutes
20 Students
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Topic | 5 min | Briefly introduce the topic of telling time with examples. Discuss its importance in everyday conversation. Use visuals of clocks. |
| 2 | Vocabulary Presentation | 5 min | Introduce key vocabulary terms related to telling time (e.g., horas, minutos, son, es la, etc.). Write these on the whiteboard and provide pronunciation guidance. |
| 3 | Demonstration | 5 min | Show how to ask and respond to questions about time in Spanish. Use a sample dialogue and model correct sentence structure. |
| 4 | Group Activity | 8 min | Distribute printable time cards to all students. In pairs, have students fill in the cards as they practice asking and telling time. Monitor and assist as needed. |
| 5 | Random Checking | 4 min | Collect or randomly check some of the completed time cards to ensure students have understood the activity. Provide feedback. |
| 6 | Homework Assignment | 3 min | Assign homework related to telling time in Spanish. Clearly explain the expectations and encourage students to practice with family or friends. |
| 7 | Conclusion and Review | 3 min | Review key vocabulary and phrases discussed in the lesson. Allow for questions and recap the importance of knowing how to tell time. |
"Hello everyone! Today, we are going to explore a very important topic: telling time in Spanish. Being able to tell the time isn't just about knowing the numbers; it’s essential in our daily lives, from setting appointments to planning get-togethers. To start, let’s take a look at this visual of a clock." [Show clock visuals or digital clock app] "Does anyone know what time it is? In Spanish, we often use specific phrases to describe time. For example, 'es la una' means 'it's one o'clock.' Keep that in mind as we continue.”
"Now that we’ve introduced our topic, let’s dive into some key vocabulary that you will need. I’ll write them on the whiteboard. The first word is 'hora,’ which means 'hour.' Repeat after me: 'hora.' Great! The next word is 'minutos,’ meaning 'minutes.' Repeat: 'minutos.' Lastly, when asking for the time, we use '¿Qué hora es?' - which means 'What time is it?' And when answering, we can use 'Es la...' or 'Son las...' depending on whether it's one o'clock or more. Let’s practice repeating these phrases together."
"Now, let’s see how we can use these words in a conversation. I will demonstrate an example of how to ask and respond about the time. Imagine I say: '¿Qué hora es?' and you might respond, 'Son las tres y media' if it's 3:30. Let's do this in pairs. One of you will ask the time using '¿Qué hora es?' and the other will respond with an appropriate answer. I’ll give you a moment to practice this, and then we’ll switch roles. Let’s see how you do!”
"Okay, now it’s time for some hands-on practice! I’m going to distribute some printable time cards to each of you." [Hand out cards] "You will work in pairs to fill in the cards by practicing your questions and answers. One student will ask for the time, and the other will provide the answer. Don’t forget to help each other with pronunciation! I’ll walk around to monitor and assist if you need any help."
“Wonderful job, everyone! Now, I'm going to collect a few of your time cards to check for understanding. I will randomly go around and ask a couple of you to share what you have written. If you haven’t finished putting down your answers, make sure to do so quickly. Remember, it's important to ensure that you're feeling confident with this vocabulary. I’ll provide feedback as we go!”
"Great work today, everyone! For your homework, I want you to practice telling time in Spanish with someone at home. This could be a family member or a friend. Please write down a few sentences using the vocabulary we learned today and bring them back for our next class. Make sure to use phrases like '¿Qué hora es?' and respond using 'Es la...' or 'Son las...'. Does anyone have questions about this assignment?"
"To wrap up our lesson, let’s quickly review what we've learned. Can anyone remind me what '¿Qué hora es?' means? Yes, it means 'What time is it?' And how do we answer if it's 2 o'clock? Exactly, we say, 'Es la dos.' Remember, knowing how to tell time in Spanish is important as it will help you in everyday conversations. If you have any questions before we finish today, feel free to ask!"
Translate the following phrases into Spanish:
Practice with a family member or friend. Write three dialogues where one person asks, "¿Qué hora es?" and the other responds with the correct time. Include both the question and the answer in your sentences.
Create a list of five different times you might say during a day (e.g., 6:15, 12:00, 9:45). Write the Spanish phrase for each time using either "Es la..." or "Son las..."
Write a short paragraph (4-5 sentences) describing your daily routine and include at least three different times within it. Make sure to use the vocabulary and phrases learned in class.
Listen to a family member or friend asking for the time in English and respond to them in Spanish using the appropriate phrases. Write down your response and translate it back into English.
Review the vocabulary for 'hora' and 'minutos', and create a flashcard for each word. On one side, write the Spanish word, and on the other side, write the English translation.
Draw a clock face on a piece of paper. Write down five different times around the clock and label each time in Spanish. Be sure to use the correct phrases in your labeling.
Choose one of the time phrases you practiced in class (e.g., "Son las tres y media") and create a short creative story or scenario that involves that time. Write at least five sentences describing the situation.
| Question | Answer |
|---|---|
| What does "¿Qué hora es?" mean? | |
| How do you say "it's one o'clock" in Spanish? | |
| What is the Spanish word for "hour"? | |
| How do you say "minutes" in Spanish? | |
| If it's 3:30, how would you respond to "¿Qué hora es?"? | |
| What phrase do you use when answering for more than one o'clock? | |
| How can telling time in Spanish be useful in daily life? | |
| What is the appropriate response for 2 o'clock? | |
| How should you practice asking and answering about time? | |
| What is your homework assignment related to telling time? |