T:"How many Ss are there in class today? how many teachers? How many people? How many fingers do you have in one hand? 2 hands? 3 hands?...(gestures all along) elicit/review 5,10 ,25 ,30 ,35 ,40 ,45 ,50 ,55. (WC)

T: Now, how many of you have watches? look at your watches (gestures) .What time is it now? To have them look at their watches, eliciting the answers (no correction). Drill for "What time is it?" focusing on the intonation, then post a picture of a clock with the Q on it.

Using a clock, I'll elicit the simple ones (i.e. 1 o'clock, 2 o'clock,..), Then, I'll elicit the first two by showing then on the clock and digital numbers on WB (1.05 to make sure they are aware of -oh- in it, and 1:10 to show there's no -oh- in the rest and no use of "o'clock" in here) and"ll put it on WB in words. HOs (1 to each S ). solo. check in pairs. I'll monitor. Feed back: (nominating Ss to read answers) A drill.

T: What time is it now? Ss: 12:40 T: In the morning? Ss: no. I'll put 12.00 on WB: NOON and elicit 12:40 in the AFTERNOON. On WB: in the morning, in the afternoon, in the evening. and I'll present am/pm.

I'll ask a S to the front and model the HO. open pair. I'll monitor. feedback: i'll nominate Ss.

on WB: 7.50/ 7:15 and 10.00 am/10.00 pm T:7.15 which one do I circle? 10 in the morning. Which one? .HO. T:"Read the Qs. Listen". Twice. PW. Ask an early finisher to put answers on WB. Ss listen again to check answers

I'll elicit the conversation pattern on WB, and ask them to work on exercise 3 (PW). T: Speak, don't write(miming)

I'll elicit some of the previously-taught daily-routine vocabulary: "Every day I wake up at...., take a shower at, have breakfast at....,PW. Then in new pairs, they talk about their previous partner.: She wakes up at ....(Demonstrate first by asking a S to do so.)