1. T Shows a picture of a clock on projector. Elicits what it is and what it's for. 2. PELMANISM: T gives instructions for the game, then hands out cards to groups. Ss play until all pairs matched or time's up. Check answer on slide.

3. Ss listen and complete Ex 1.a. Peer check answers. 4. Ss ask and answer Ex 1.b

Meaning: - o'clock visual: Where does the big hand point for o'clock? Straight up. How do we write this with numbers? 12.00 - half visual: Which picture shows 30 minutes? Half picture. How do we write this with numbers? 12.30 Which picture shows half past? - quarter past visual: Which picture shows 15 minutes? Quarter picture. How do we write this with numbers? 12.15 Which picture shows quarter past? - past and to visual: Which side is past? Which side is to? Pronunciation (see board plan): 1. It’s nine o’clock. /əˈklɒk/ Stress on nine and clock 2. It’s quarter past eight. /ˈkwɔːtə/ = weak form used. Stress on quarter and eight 3. It’s half past three. = elision to /ˈhʌpɑːst/ dropping f and silent l. Stress on half and three 4. It’s twenty to eleven. /tə/ = weak form used. Stress on twenty and eleven Form (see board plan: T elicits form from SS. Question: What time is it? Statements: It's ........ (see board plan) Prepositions: in, at, on

5. Ss do Ex 2. Check answers on back of clock visuals. 6. SS complete Ex 3. Check answers with T3.7 7. SS complete WB Ex 10 for prepositions. Ss all come up and write answers on board (projected exercise)

T gives instructions for info gap Ex 4, demonstrates one with stronger student, then hands out material. SS complete info gap with TV guide

Ex 5. Students talk in small groups to ask and answer the questions about times/days

T boards examples of good language and any problem areas that affect accurate production of the TL. Elicits correct language from the SS.