| What's the time, Mr Wolf? Here's a lesson | | | | |
| plan for teaching time telling to elementary | | | | If he catches someone, they become the Wolf |
| level English language students. The lesson | | | | next time. Straight forward, lots of fun and |
| is based around an English playground game. | | | | noise! Using this game, you can teach the |
| One person stands with his or her back to the | | | | time, basic questions and answers, and, of |
| rest of the group, who line up at the other | | | | course, the numbers one to sixty. During |
| end of the room/ hall/ playground. The group | | | | this lesson I would use several clock faces, |
| then ask the question of the single 'Wolf': | | | | and keep the time changing - keep asking the |
| "What's the time Mr Wolf?". The Wolf then | | | | same questions. Using small circles of |
| responds with a time, at which the players | | | | students to practice counting and number |
| creep forward by the number of paces | | | | pronunciation is a good idea. Using a quiz, |
| representing the time called - i.e. if the | | | | where the answers are numbers, can also work |
| Wolf calls two o'clock, the group move | | | | well: the teacher shows the students ten |
| forward (very quietly) by two paces. The | | | | 'times', and asks the students to write the |
| group's objective is to reach the Wolf's wall | | | | answers. "Which of these is breakfast time?'; |
| without him hearing them. When the Wolf | | | | 'Which of these is midday?'; 'What time will |
| senses people are getting close to him - so | | | | it be in two hours?'. Finish the lesson with |
| that he could turn round and grab one of them | | | | the team game - clear the chairs and have a |
| - his response to the repeated question is | | | | ball! |
| "supper time!". | | | | |