In light of the recent mid-semester test, this part remains very important and sufficient should be allocated to it. Class begins with greetings that can be addressed to the whole class: "Good morning", "How are you?". Then the ss are asked to answer with the letter name, the letter sound, and the word when the T says a word e.g. "apple" -- "A; a; apple". This is done for at least 10 words, which are chosen randomly every lesson. Then the T says "A" (the letter name) and the ss answer with the letter sound, and so on up to the present class' letter i.e "T". The ss are then shown the current lessons flashcards, hopefully they can identify it by themselves, either way they are all modelled by the teacher. Then the first st from each group is to choose one of the flashcards face down, which will be its team name. If their isn't enough FCs for each team, the extra team(s) may choose a team name from another lessons vocabulary. The names were given out at this point so they can be used in the following games and discipline when the T adds or subtracts points. Next is the previous lesson's vocabulary review. The corresponding letter is written on the BB and the ss are to recall the words using that letter and the sound of it that was taught. A point is given for each good answer (the T also writes those words on the BB, if they are from previous lessons or deemed interesting and simple enough), but they must first also repeat their teams name, so that those words are said and heard as often as possible even before the lesson proper starts. If the ss do not pronounce the word precisely or correctly, the T willl say it for everyone to hear. Even if this seems like a lot to do 10 mins is usually enough providing the class is reasonably cooperative.

Some ss even struggle with unwritten numbers, especially for eleven and twelve, so this must be reviewed quickly. The T simply counts with the ss once or twice up to twelve. Most ss can not read the numbers which is essential to this lessons TL. For this purpose, some very short and entertaining videos are played for each number, after a video the T writes the "Arab" number and the Roman written form on the BB (videos might not be available for numbers eleven and twelve). The T emphasizes the numbers beginning in "t". It is important to check the meaning of o'clock with the ss. The T might ask what time it is; write it on the BB. Let's say 10:12, "12 past 10 o'clock..? Can I say that? No!" The T can then wirte o'clock next to 10:12 and cross it. Do the same with 10:00; 10:30 and another random one.

The WC now goes through the story. The teacher first reads a sentence and the ss repeat it. For the "It is ... o'clock, it's ... time!" sentences, individual ss are asked to repeat them, if they succeed they can come to the front to first draw the corresponding clock needles in a special color on a main empty clock drawn by the T, and then to select the corresponding item and clock, and pair them on the BB. Up to three points may be given for this. The T puts particular emphasis on the T-shirt time! sentence and has every group repeat it along with some individual ss.

The T needs to demonstrate the WS well. The first part is all about the ss' names and ages. We want them to understand and recognize the word "name" and the questions: 1."What's your name?" and 2."How old are you" and be able to recognize and answer appropriately with, respectively "My name is _____" and " I'm ____ years old". The second part is about recognizing the numbers, and the corresponding hour on a clock face. The T answers points 1. and 2. for himself on a BB reproduction of the WS and does the first exercise of 3. on the BB as well. The T then goes around to help the ss. If ss finish earlier they can color the picture on the back of their WS. Either a tomato, a T-shirt or a tea set. The words are clearly written with the pictures.