1- Tell the students that everyday you drink coffee in the morning , you go to work by bus and watch a film. Then ask them to tell each other 3 things they do everyday. ICQs: how many things are you saying 2 or 3 ? everyday or every week ? 2- Monitor and make sure they are on task , then let them tell you about their partners.

1- Pre teach ( get up - have breakfast- go to school - go home - have dinner - go to bed ) via the PPP and don't forget to check the concept of the word get up > when you get up you still sleeping or start moving from your bed ? have breakfast > do you eat fish or eggs in the breakfast ? have dinner > do you eat eggs or fish in the dinner ?

Set the task: 1- Tell the students that they will watch a video about 2 girls talking together at home. Have they watch and answer: how many people (count numbers of boys or girls) are in the video? 5 ( to elicit the marker sentences) 2- ICQs: are you counting people or things ? people. 3- Ask them to check their answers in pairs. 4- Provide feedback by nominating students.

1- Ask them to watch again and tell you what time does dad get up? at 11, what time does brother have dinner ? at 7 gesture "what time" and point to your watch , give examples like "he gets up at 7 or 8" 2- ICCQs : are you telling me time (gesture again) ?? yes 3- Ask them to check their answers in pair and then nominate to get the answers. 4- Give feedback.

1- Write the answers on the board in the correct form " he gets up at 11 o'clock/ he has dinner at 7 o'clock" 2-.Highlight the target language with different colour.

1- Show them the clock and elicit the words (clock- big hand - small hand) 2- Draw 7 in the clock , highlight the big hand on 12 and the small hand is on 7 then clarify when we speak about activities' time we say at 7 o'clock. give many examples. 3- Chest the clock closely and ask them to repeat "he gets up at 11 o'clock." , " he has dinner at 7 o'clock. (hide the marker sentences) 4- Then clarify when we want to know the time we say " what's the time?" drill so many times. and the answer is " It's 7 o'clock." drill again so many times. 5- Record that on the board after drilling and making sure they pronounce every word correctly. CCQs: write wrong sentences and have them detect the mistake and correct it. 6- Recap again the difference between asking about time and saying the activity's time.

1- Chest exercise 3 (HO#1) and ask them to complete the sentences from the box and then draw the time on the clocks. 2- ICQs: are you writing from your mind or from the box? box are you drawing any time or the time in the sentences? in the sentences 3- Monitor to make sure they are on task and micro-teach if needed and provide help. 4- Let them check their answers in pairs. 5- Provide an answer key on the board or nominate students.

1- Pre teach: watch and then give them watches with fixed times and put them on their hands then have them in pairs to ask each other " what's the time? It's ... o'clock." ask each pair to speak in front of the class. ICQS: are you telling any time or the time on the watch ? 2- Take notes of their mistakes and give feedback after the activity.

1- Divide them into groups and show them Cindrella's picture in the PPP. elicit Cindrella , 12 o'clock and she goes home. 2- Give each group a clock and a picture of Cindrella and ask them to speak about Cindrella's day. OR if the class is weak , provide the students with pictures of some activities to help them say the sentences. 3- Monitor and take notes of their mistakes. 4- Provide a final feedback.