Elicit the word 'clock' by showing it on the wall. Ask what the question for clock/time is. Write "What time is it?" and "clock" on WB

Draw 4 clocks on the board, and give out HO 1 with times written on them (o'clock, quarter past, quarter to, half past). Ask the sts to work in pairs and match the clocks with the times in the HO. Whole class FB. T writes the answers on the WB. Ask what do we say when 'it [the big hand]'s here[at quarter to/past/half past and o'clock]', showing the clocks on WB. Drill the pronunciation of 'a quarter to/ a quarter past/ half past/ o'clock'. Show what a quarter is on a pie chart, and 1/4; a half is 1/2. Practice understanding of 'a quarter to/ a quarter past/ half past/ o'clock' by showing a minute hand of the clock by a right arm (physical activity). Show the sts the cards with time written in numbers on them (HO 2) and practice telling the time.

If students have problems with numbers, quickly review the words for 1-9 and 10-60, using the WB. Show HO 3 (times with 5 minute intervals) and cards with time written on them. Ask sts to match them. Elicit answers for FB. Drill pronunciation and check for understanding by first asking "Is 4.35 35 minutes to 5, or 25 minutes to 5?", and highlighting the halves of the clock, and then is comparing 4.15 and 3.45. Dictate students some times and ask them to write it in numbers. Stick the answersheet on the wall for students to check themselves.

Divide the class into groups A and B. Group A gets HO 4A, group B gets HO 4B. Ask the sts to write the time and check together. Draw the first example on the WB. Call st A and st B to the board and demonstrate the activity (both st A and B ask and draw). Pair the students (A and B together) and ask them to do the same for all clocks.

Get the sts to stand up, give out the cards from HO 5. T shows first by reading the first card. "I have twenty-five minutes to seven. Who has five minutes past seven?"