*“Sir, can you tell me what the time is?” one of my students asks me.“There is the clock,” I answer and point to the clock on the wall near us.“Yes, I know, but could you tell me the time?”*

*I grow a bit impatient. “It’s half past nine,” I try to finish the conversation quickly. I am not really sure if the student is trying to irritate me.*

“Thank you, sir, but can you tell me digitally?” he asks quietly and unhappily. Obviously this is no prank.

“It’s nine thirty,” I reply and the student leaves happy.

“Thank you, sir, but can you tell me digitally?” he asks quietly and unhappily. Obviously this is no prank.

“It’s nine thirty,” I reply and the student leaves happy.

Unfortunately, this has not happened just once. It happens every three months at the school where I teach. So I decided to design **a set of materials** **to** really **teach telling time**. Here you can find all the materials which I use and in the comments, you can share your ideas about them and what could be done better. Thank you!!!

## Introduction to telling time

When I teach **telling time**, I start with the following video:

The video consists of several parts. At the beginning, students **learn the minutes**. Then there is a section where the students **practise the minutes** (*it starts at 2:22*).

*At the time 3:15*, you will find the **explanation of how to tell the time using the digital clocks**. You can **practise the digital time** at 4:02.

The **explanation of analogue clocks** comes at *5:04*. And you can **practise all the times** at 5:51.

In my lessons, I play this video twice.

## My Explanation

The video can be a bit too quick for some students and that is why I always add** my own explanation**.

I print the following **infographic **and give it to all students. Once they have it, I display it on the board and explain.

Once, I believe that my students comprehend the digital time, I play the bingo game with them. Each student gets one card with the times and I explain that the winner will be the one who has two columns first. Then **students **take turns, choose any time they like and **read it**. The others listen and cross it out if they find it on their cards.

It is extremely important for the **teacher to write down** all the times he/she hears to be able to check the winner.

Another activity which is very useful is the following pair dictation. Each student gets their card. They **dictate the times** they see and write the times their partner dictates.

## Analogue time

After that, I explain the **analogue time** using the following video. I use the same explanation as in the video above.

Then I **play the video again** and the students have to tell the time before they see the correct answer.

And that’s it. I just **play the first video again** and now I hope that my students actively say the correct answers before they see them and hear them.