News by Levels · Level 3 · For teachers
Teacher guide & answers
Summer Time Ends With a Repeated Hour
How to use these two pages
Give learners the student worksheet. It contains the story and questions, without the answers. Keep this guide for yourself. Use it to lead the activity and explain the answers afterwards.
Student worksheetA simple 15–20-minute lesson
- Before reading · 2 minutes
Show the title. Ask: “What do you think this story is about?”
- Read and answer · 8–10 minutes
Give out the student worksheet. Learners read for the main idea, then reread to answer the 2 questions. They can compare answers with a partner.
- Discuss and write · 5–8 minutes
Check the answers below together. Ask learners to point to the clue in the story, then finish with the open question.
Adjust the support: Let learners use word help or Level 1 if needed. For a challenge, compare the wording in another level. This activity is not a proficiency test.
Answers to the 2 questions
The question numbers match the student worksheet. Each answer includes a reason and the clue learners can find in the story.
Why can 1:30 need a time-zone label during the change?
Correct answer: A — The local hour occurs twice
Why: The repeated hour produces two possible moments.
Clue in the story: The repeated local hour creates ambiguity for appointments expressed without an offset or zone. A hypothetical booking should distinguish the two occurrences. Device behaviour also varies: one automatic clock update does not verify the configuration of separate timers.
Why check a heating timer separately?
Correct answer: B — It may not update with another device
Why: Independent equipment may require separate adjustment.
Clue in the story: The repeated local hour creates ambiguity for appointments expressed without an offset or zone. A hypothetical booking should distinguish the two occurrences. Device behaviour also varies: one automatic clock update does not verify the configuration of separate timers.
The open question: accept different answers
Ask learners: Write a clear instruction for a hypothetical appointment during the repeated hour.
One possible answer: Specify the date and whether 1:30 is BST or GMT. That distinguishes the two occurrences of the same clock time.
This is an example, not the only correct answer. Look for a relevant idea, a reason and the learner’s own words. Learners can answer aloud or write one or two sentences.