Telling time l1.voc2.
Download as PPT, PDF1 like941 views
This presentation is about "telling the time". It provides different ways to tell the time and exercises to practice. It also provides short dialogues.
1 of 6
Downloaded 15 times
Recommended
Excuse Me, Where The Bank Is
Excuse Me, Where The Bank IsJose Maria Jaramillo Salazar
Ìý
The document discusses indirect questions and provides examples of how to rewrite direct questions into an indirect form by using introductory phrases like "Can you tell me...", "Do you know...", or "Could you tell me...". It shows how the word order changes in indirect questions and how auxiliary verbs are used. It then provides a practice section where the reader is asked to rewrite direct questions into indirect questions.Expressing condition
Expressing conditiongarcia58
Ìý
It contains the different types of conditionals as well as some exercises. (Type 1: if + present + will; type 2: if + past + would; type 3: if + past perfect + conditional perfect).Parts of the human body.
Parts of the human body.garcia58
Ìý
This document lists and repeats various parts of the human body including the mouth, hand, feet, arm, head, hair, ear, lips, elbow, legs, knee, ankle, toe, fingers, eye, nose, forehead, cheek, teeth, finger, neck, wrist, shoulder, chest, stomach, and face. It provides a simple list of body parts without additional context or description for each item.
árbol genealógico. flia. flores.garcia58
Ìý
Este documento presenta el árbol genealógico de la familia Flores. Muestra a Trina y Pancha Flores como las abuelas, y a Ventura GarcÃa como el abuelo. A continuación enumera a sus hijos Luis, Fernando, Alberto, César, Miriam, Raquel, Rebeca, Adriana, Virginia, Alicia y Octavio y Enrique, y los nombres de sus respectivos hijos.
árbol genealógico. flia. flores.garcia58
Ìý
El documento presenta un árbol genealógico de la familia Flores. Muestra a Trina y Pancha Flores como las abuelas, y a Ventura GarcÃa como el abuelo. A continuación enumera a sus hijos Luis, Fernado, Alberto, César, Miriam, Raquel, Rebeca, Adriana, Virginia, Alicia, Octavio y Enrique, y algunos de sus nietos.Vocab. the weather. n.p.
Vocab. the weather. n.p.garcia58
Ìý
This presentation provides vocabulary about "the weather". It also provides exercises (fill in the blanks).Vocab. occupations.
Vocab. occupations.garcia58
Ìý
This document is a lesson on service occupations from November 2013 by W GarcÃa N. It lists various service jobs including taxi driver, barber, tailor, pharmacist, maid, waiter, firefighter, letter carrier, store clerk, receptionist, doctor, nurse, sanitation worker, pilot, flight attendant, hotel doorman, delivery boy, banker, engineer, chef, police officer, waitress, mechanic, and housekeeper. It provides exercises to practice vocabulary by matching occupations to definitions and writing sentences about people's occupations. The document aims to teach English vocabulary for different types of service jobs.Pronunciation u.9.chin vs gin.
Pronunciation u.9.chin vs gin.garcia58
Ìý
It provides minimal pairs with the sounds of "chin" and "gin". It also provides repetition exercises.Pronun u7.they vs. day.
Pronun u7.they vs. day.garcia58
Ìý
This document is a lesson on pronunciation that focuses on the differences between /ɪ/ and /i:/ sounds in English. It provides examples of word pairs that demonstrate this pronunciation difference, such as "breed" versus "breathe" and "day" versus "they". The lesson later includes exercises where students listen and repeat sentences, and listen and fill in missing words that demonstrate the /ɪ/ and /i:/ sounds.Present Progressive
Present Progressivegarcia58
Ìý
Present Progressive Tense. It contains images and sentences about present progressive. It also has some exercises.Pronun u8.j y.new.version
Pronun u8.j y.new.versiongarcia58
Ìý
The document discusses pronunciation of words containing the sounds /j/ and /y/. It provides examples of word pairs that demonstrate the different sounds, such as "jail" and "Yale". Listeners are instructed to repeat example sentences and fill in blanks with words from lists to practice distinguishing between the sounds. The document is part of a lesson on pronunciation presented by William GarcÃa.Pronun u4. "sun" vs. "sung". new.version.
Pronun u4. "sun" vs. "sung". new.version.garcia58
Ìý
This document contrasts the pronunciation of vowel sounds in words like sun/sung, ran/rang, thin/thing, ban/bang, win/wing, Ron/wrong, and pin/ping. It then provides 6 example sentences using some of these words to demonstrate the different pronunciations in context.Pronun u5.u u.
Pronun u5.u u.garcia58
Ìý
The document compares the pronunciation of vowel sounds using pairs of words like "pull" and "pool". It provides examples of sentences using words with the different vowel sounds. It then lists sentences for students to listen to and repeat or write the correct word for based on the pronunciation. The goal is to help students distinguish between the vowel sounds represented by the symbols / / and / / in words.Pronun u3.e e.
Pronun u3.e e.garcia58
Ìý
This document provides a pronunciation exercise contrasting the sounds /ʌ/ and /ɜ:/. It gives pairs of words containing the different vowel sounds and sentences for the learner to practice distinguishing between the two sounds when heard in context. The learner is asked to select the correct word from pairs provided or write out sentences they hear containing the contrasting vowel sounds. The purpose is to help the learner improve their ability to differentiate between the similar sounds /ʌ/ and /ɜ:/ in English.Shopping.
Shopping.garcia58
Ìý
A customer asks an employee where they can find shirts. The employee directs them to the shirt section and asks their size. The customer says they are a medium and likes some blue shirts. The employee checks the price and says they are $70, which the customer thinks is too expensive for a pair of shirts.Simple.present.gram.level1.u5.
Simple.present.gram.level1.u5.garcia58
Ìý
The document discusses verb conjugations in English, providing examples of verbs conjugated to third person singular present tense. It lists common verbs like "sleep", "write", "like", and "drink" conjugated with "-s", "-es", or "-ies" endings. It then provides short sentences as examples using some of these conjugated verbs like "He sleeps every night", "She writes letters", and "She washes".Past.tense.irregular.verbs 
Past.tense.irregular.verbs garcia58
Ìý
The document lists irregular verbs in simple past tense and their past form equivalents. It then provides examples sentences using these past tense irregular verbs. These include: "Helen read an interesting book last night. They had Japanese food for lunch. He swam in the pool." It concludes with two sets of 12 sentences for listening practice that employ various past tense irregular verbs like "met", "told", "spoke", "went", "came", "forgot", "did", "had", "thought", "wrote", and "called".Going shopping. l8.
Going shopping. l8.garcia58
Ìý
A customer is shopping for shirts and asks an employee several questions. The customer likes some blue shirts but finds their price of $70 per pair to be too high. The employee directs the customer to the shirt section and asks their size to provide service.Grammar 2.9.
Grammar 2.9.garcia58
Ìý
The document discusses gerunds, which are verb forms that function as nouns. It provides examples of gerunds being used as subjects and objects, and following verbs that express likes/dislikes. Gerunds always follow prepositions. Exercises are included to practice forming and using gerunds correctly in sentences.Grammar 2.8.
Grammar 2.8.garcia58
Ìý
The document discusses conditional sentences using "if" clauses to express possible future situations and their outcomes. It provides examples of real conditional sentences and exercises for students to practice forming and matching conditional sentences. Additionally, it covers using "would rather" to express preferences and includes exercises for students to answer questions about their preferences and provide reasons.Pronun. /t/ vs. /th/.
Pronun. /t/ vs. /th/.garcia58
Ìý
This file contains minimal pairs contrasting words with /t/ and /th/ sounds. It also provides exercises.Pronunciation /v/ vs. /w/.
Pronunciation /v/ vs. /w/.garcia58
Ìý
The document discusses the pronunciation differences between the letters "v" and "w" in English. It provides 10 sentences with words containing either "v" or "w" as examples and instructs the reader to listen and repeat the sentences, then listen carefully and write the sentences. The goal is to practice differentiating between words containing the letters "v" and "w" based on their pronunciation.Vocabulary L2.5.
Vocabulary L2.5.garcia58
Ìý
The document contains a vocabulary exercise that provides fill-in-the-blank sentences and a list of answer choices. Participants are asked to select words from the list to complete sentences about common items found in homes and on people, such as showers, wallets, medicine cabinets, checkbooks, keys, closets, purses, desks, refrigerators, briefcases, and sunglasses.Verbs Should.And.Could.
Verbs Should.And.Could.garcia58
Ìý
The document provides examples and exercises for using the modal verbs "should" and "could" in English. "Should" is used to give advice or make strong suggestions, such as "you should take your medicine." "Could" is used to suggest possibilities or abilities, such as "we could invite her to the movies" or "he could run fast when he was a child." The exercises provide situations to practice using these verbs correctly in sentences.Grammar L.2.4.
Grammar L.2.4.garcia58
Ìý
The document discusses the present perfect tense in English grammar. It provides examples of sentences using the present perfect tense, including "I have been sick for weeks" and "He has had a toothache since yesterday." It also includes questions about medical issues like "Have you tried an aspirin?" and matches questions with answers discussing people who have been sick or in pain.Pronun Ch vs. Sh.
Pronun Ch vs. Sh.garcia58
Ìý
The document discusses the pronunciation differences between the "ch" and "sh" sounds in English. It provides examples of word pairs that demonstrate where each sound is used, such as "chip" vs. "ship" and "watch" vs. "wash". It then gives sentences using words with these sounds and an exercise to write the correct word using "ch" or "sh".Pronun U8.J Y.
Pronun U8.J Y.garcia58
Ìý
This file contains minimal pairs to compare the initial sounds of words. Ex. John vs. yawn. It also has some exercises for the students.Pronun U10.V B.
Pronun U10.V B.garcia58
Ìý
The document provides examples of words containing the sounds of either the letter "v" or "b" in order to practice distinguishing between the two pronunciations. Several pairs of words like "vote" and "boat", "very" and "berry", and "save" and "saber" are given. The practice concludes with a listening exercise where the reader must fill in blanks with the correct word based on whether it contains a "v" or "b" sound.How to Configure Deliver Content by Email in Odoo 18 Sales
How to Configure Deliver Content by Email in Odoo 18 SalesCeline George
Ìý
In this slide, we’ll discuss on how to configure proforma invoice in Odoo 18 Sales module. A proforma invoice is a preliminary invoice that serves as a commercial document issued by a seller to a buyer.Blind spots in AI and Formulation Science, IFPAC 2025.pdf
Blind spots in AI and Formulation Science, IFPAC 2025.pdfAjaz Hussain
Ìý
The intersection of AI and pharmaceutical formulation science highlights significant blind spots—systemic gaps in pharmaceutical development, regulatory oversight, quality assurance, and the ethical use of AI—that could jeopardize patient safety and undermine public trust. To move forward effectively, we must address these normalized blind spots, which may arise from outdated assumptions, errors, gaps in previous knowledge, and biases in language or regulatory inertia. This is essential to ensure that AI and formulation science are developed as tools for patient-centered and ethical healthcare.More Related Content
More from garcia58 (20)
Pronun u7.they vs. day.
Pronun u7.they vs. day.garcia58
Ìý
This document is a lesson on pronunciation that focuses on the differences between /ɪ/ and /i:/ sounds in English. It provides examples of word pairs that demonstrate this pronunciation difference, such as "breed" versus "breathe" and "day" versus "they". The lesson later includes exercises where students listen and repeat sentences, and listen and fill in missing words that demonstrate the /ɪ/ and /i:/ sounds.Present Progressive
Present Progressivegarcia58
Ìý
Present Progressive Tense. It contains images and sentences about present progressive. It also has some exercises.Pronun u8.j y.new.version
Pronun u8.j y.new.versiongarcia58
Ìý
The document discusses pronunciation of words containing the sounds /j/ and /y/. It provides examples of word pairs that demonstrate the different sounds, such as "jail" and "Yale". Listeners are instructed to repeat example sentences and fill in blanks with words from lists to practice distinguishing between the sounds. The document is part of a lesson on pronunciation presented by William GarcÃa.Pronun u4. "sun" vs. "sung". new.version.
Pronun u4. "sun" vs. "sung". new.version.garcia58
Ìý
This document contrasts the pronunciation of vowel sounds in words like sun/sung, ran/rang, thin/thing, ban/bang, win/wing, Ron/wrong, and pin/ping. It then provides 6 example sentences using some of these words to demonstrate the different pronunciations in context.Pronun u5.u u.
Pronun u5.u u.garcia58
Ìý
The document compares the pronunciation of vowel sounds using pairs of words like "pull" and "pool". It provides examples of sentences using words with the different vowel sounds. It then lists sentences for students to listen to and repeat or write the correct word for based on the pronunciation. The goal is to help students distinguish between the vowel sounds represented by the symbols / / and / / in words.Pronun u3.e e.
Pronun u3.e e.garcia58
Ìý
This document provides a pronunciation exercise contrasting the sounds /ʌ/ and /ɜ:/. It gives pairs of words containing the different vowel sounds and sentences for the learner to practice distinguishing between the two sounds when heard in context. The learner is asked to select the correct word from pairs provided or write out sentences they hear containing the contrasting vowel sounds. The purpose is to help the learner improve their ability to differentiate between the similar sounds /ʌ/ and /ɜ:/ in English.Shopping.
Shopping.garcia58
Ìý
A customer asks an employee where they can find shirts. The employee directs them to the shirt section and asks their size. The customer says they are a medium and likes some blue shirts. The employee checks the price and says they are $70, which the customer thinks is too expensive for a pair of shirts.Simple.present.gram.level1.u5.
Simple.present.gram.level1.u5.garcia58
Ìý
The document discusses verb conjugations in English, providing examples of verbs conjugated to third person singular present tense. It lists common verbs like "sleep", "write", "like", and "drink" conjugated with "-s", "-es", or "-ies" endings. It then provides short sentences as examples using some of these conjugated verbs like "He sleeps every night", "She writes letters", and "She washes".Past.tense.irregular.verbs
Past.tense.irregular.verbs garcia58
Ìý
The document lists irregular verbs in simple past tense and their past form equivalents. It then provides examples sentences using these past tense irregular verbs. These include: "Helen read an interesting book last night. They had Japanese food for lunch. He swam in the pool." It concludes with two sets of 12 sentences for listening practice that employ various past tense irregular verbs like "met", "told", "spoke", "went", "came", "forgot", "did", "had", "thought", "wrote", and "called".Going shopping. l8.
Going shopping. l8.garcia58
Ìý
A customer is shopping for shirts and asks an employee several questions. The customer likes some blue shirts but finds their price of $70 per pair to be too high. The employee directs the customer to the shirt section and asks their size to provide service.Grammar 2.9.
Grammar 2.9.garcia58
Ìý
The document discusses gerunds, which are verb forms that function as nouns. It provides examples of gerunds being used as subjects and objects, and following verbs that express likes/dislikes. Gerunds always follow prepositions. Exercises are included to practice forming and using gerunds correctly in sentences.Grammar 2.8.
Grammar 2.8.garcia58
Ìý
The document discusses conditional sentences using "if" clauses to express possible future situations and their outcomes. It provides examples of real conditional sentences and exercises for students to practice forming and matching conditional sentences. Additionally, it covers using "would rather" to express preferences and includes exercises for students to answer questions about their preferences and provide reasons.Pronun. /t/ vs. /th/.
Pronun. /t/ vs. /th/.garcia58
Ìý
This file contains minimal pairs contrasting words with /t/ and /th/ sounds. It also provides exercises.Pronunciation /v/ vs. /w/.
Pronunciation /v/ vs. /w/.garcia58
Ìý
The document discusses the pronunciation differences between the letters "v" and "w" in English. It provides 10 sentences with words containing either "v" or "w" as examples and instructs the reader to listen and repeat the sentences, then listen carefully and write the sentences. The goal is to practice differentiating between words containing the letters "v" and "w" based on their pronunciation.Vocabulary L2.5.
Vocabulary L2.5.garcia58
Ìý
The document contains a vocabulary exercise that provides fill-in-the-blank sentences and a list of answer choices. Participants are asked to select words from the list to complete sentences about common items found in homes and on people, such as showers, wallets, medicine cabinets, checkbooks, keys, closets, purses, desks, refrigerators, briefcases, and sunglasses.Verbs Should.And.Could.
Verbs Should.And.Could.garcia58
Ìý
The document provides examples and exercises for using the modal verbs "should" and "could" in English. "Should" is used to give advice or make strong suggestions, such as "you should take your medicine." "Could" is used to suggest possibilities or abilities, such as "we could invite her to the movies" or "he could run fast when he was a child." The exercises provide situations to practice using these verbs correctly in sentences.Grammar L.2.4.
Grammar L.2.4.garcia58
Ìý
The document discusses the present perfect tense in English grammar. It provides examples of sentences using the present perfect tense, including "I have been sick for weeks" and "He has had a toothache since yesterday." It also includes questions about medical issues like "Have you tried an aspirin?" and matches questions with answers discussing people who have been sick or in pain.Pronun Ch vs. Sh.
Pronun Ch vs. Sh.garcia58
Ìý
The document discusses the pronunciation differences between the "ch" and "sh" sounds in English. It provides examples of word pairs that demonstrate where each sound is used, such as "chip" vs. "ship" and "watch" vs. "wash". It then gives sentences using words with these sounds and an exercise to write the correct word using "ch" or "sh".Pronun U8.J Y.
Pronun U8.J Y.garcia58
Ìý
This file contains minimal pairs to compare the initial sounds of words. Ex. John vs. yawn. It also has some exercises for the students.Pronun U10.V B.
Pronun U10.V B.garcia58
Ìý
The document provides examples of words containing the sounds of either the letter "v" or "b" in order to practice distinguishing between the two pronunciations. Several pairs of words like "vote" and "boat", "very" and "berry", and "save" and "saber" are given. The practice concludes with a listening exercise where the reader must fill in blanks with the correct word based on whether it contains a "v" or "b" sound.Recently uploaded (20)
How to Configure Deliver Content by Email in Odoo 18 Sales
How to Configure Deliver Content by Email in Odoo 18 SalesCeline George
Ìý
In this slide, we’ll discuss on how to configure proforma invoice in Odoo 18 Sales module. A proforma invoice is a preliminary invoice that serves as a commercial document issued by a seller to a buyer.Blind spots in AI and Formulation Science, IFPAC 2025.pdf
Blind spots in AI and Formulation Science, IFPAC 2025.pdfAjaz Hussain
Ìý
The intersection of AI and pharmaceutical formulation science highlights significant blind spots—systemic gaps in pharmaceutical development, regulatory oversight, quality assurance, and the ethical use of AI—that could jeopardize patient safety and undermine public trust. To move forward effectively, we must address these normalized blind spots, which may arise from outdated assumptions, errors, gaps in previous knowledge, and biases in language or regulatory inertia. This is essential to ensure that AI and formulation science are developed as tools for patient-centered and ethical healthcare.N.C. DPI's 2023 Language Diversity Briefing
N.C. DPI's 2023 Language Diversity BriefingMebane Rash
Ìý
The number of languages spoken in NC public schools.Dot NET Core Interview Questions PDF By ScholarHat
Dot NET Core Interview Questions PDF By ScholarHatScholarhat
Ìý
Dot NET Core Interview Questions PDF By ScholarHatBISNIS BERKAH BERANGKAT KE MEKKAH ISTIKMAL SYARIAH
BISNIS BERKAH BERANGKAT KE MEKKAH ISTIKMAL SYARIAHcoacharyasetiyaki
Ìý
BISNIS BERKAH BERANGKAT KE MEKKAH ISTIKMAL SYARIAH
NUTRITIONAL ASSESSMENT AND EDUCATION - 5TH SEM.pdf
NUTRITIONAL ASSESSMENT AND EDUCATION - 5TH SEM.pdfDolisha Warbi
Ìý
NUTRITIONAL ASSESSMENT AND EDUCATION, Introduction, definition, types - macronutrient and micronutrient, food pyramid, meal planning, nutritional assessment of individual, family and community by using appropriate method, nutrition education, nutritional rehabilitation, nutritional deficiency disorder, law/policies regarding nutrition in India, food hygiene, food fortification, food handling and storage, food preservation, food preparation, food purchase, food consumption, food borne diseases, food poisoning
Unit 1 Computer Hardware for Educational Computing.pptx
Unit 1 Computer Hardware for Educational Computing.pptxRomaSmart1
Ìý
Computers have revolutionized various sectors, including education, by enhancing learning experiences and making information more accessible. This presentation, "Computer Hardware for Educational Computing," introduces the fundamental aspects of computers, including their definition, characteristics, classification, and significance in the educational domain. Understanding these concepts helps educators and students leverage technology for more effective learning.ASP.NET Web API Interview Questions By Scholarhat
ASP.NET Web API Interview Questions By ScholarhatScholarhat
Ìý
ASP.NET Web API Interview Questions By ScholarhatASP.NET Interview Questions PDF By ScholarHat
ASP.NET Interview Questions PDF By ScholarHatScholarhat
Ìý
ASP.NET Interview Questions PDF By ScholarHatDigital Tools with AI for e-Content Development.pptx
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
Ìý
This ppt is useful for not only for B.Ed., M.Ed., M.A. (Education) or any other PG level students or Ph.D. scholars but also for the school, college and university teachers who are interested to prepare an e-content with AI for their students and others.Full-Stack .NET Developer Interview Questions PDF By ScholarHat
Full-Stack .NET Developer Interview Questions PDF By ScholarHatScholarhat
Ìý
Full-Stack .NET Developer Interview Questions PDF By ScholarHatHow to Setup WhatsApp in Odoo 17 - Odoo ºÝºÝߣs
How to Setup WhatsApp in Odoo 17 - Odoo ºÝºÝߣsCeline George
Ìý
Integrate WhatsApp into Odoo using the WhatsApp Business API or third-party modules to enhance communication. This integration enables automated messaging and customer interaction management within Odoo 17.Essentials of a Good PMO, presented by Aalok Sonawala
Essentials of a Good PMO, presented by Aalok SonawalaAssociation for Project Management
Ìý
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APM’s Thames Valley Regional Network and also speaks to members of APM’s PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMO’s within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.Chapter 2. Strategic Management: Corporate Governance.pdf
Chapter 2. Strategic Management: Corporate Governance.pdfRommel Regala
Ìý
This course provides students with a comprehensive understanding of strategic management principles, frameworks, and applications in business. It explores strategic planning, environmental analysis, corporate governance, business ethics, and sustainability. The course integrates Sustainable Development Goals (SDGs) to enhance global and ethical perspectives in decision-making.
How to Configure Flexible Working Schedule in Odoo 18 Employee
How to Configure Flexible Working Schedule in Odoo 18 EmployeeCeline George
Ìý
In this slide, we’ll discuss on how to configure flexible working schedule in Odoo 18 Employee module. In Odoo 18, the Employee module offers powerful tools to configure and manage flexible working schedules tailored to your organization's needs.
Telling time l1.voc2.
- 2. It’s two o’clock. It’s six o’clock. It’s twenty past ten. It’s half past six or It’s thirty past six. It’s seventeen past seven. It’s two to twelve. It’s ten to two. It’s quarter past ten. Developed by W GarcÃa It’s quarter to seven. 2
- 3. Look at the clocks and write the time: 1 5 2 6 Developed by W GarcÃa 3 7 4 8 3
- 4. Dialogues A: -What time is it? B: -It´s ten past ten. A: -Excuse me! Can you tell me the time? B: -Sure, it´s four to four. Developed by W GarcÃa 4
- 5. Dialogues A: -Is it seven-thirty? B: -Yes, it is. A: -Oh, let´s hurry. We have a class right now. A: -Excuse me! Is it three-thirty? B: -No, it isn´t. It´s three o´clock. Developed by W GarcÃa 5
- 6. Dialogues A: -Is it seven-thirty? B: -Yes, it is. A: -Oh, let´s hurry. We have a class right now. A: -Excuse me! Is it three-thirty? B: -No, it isn´t. It´s three o´clock. Developed by W GarcÃa 5
Editor's Notes
- #3: There are other ways to tell the time: Examples: 2:25 = It’s two-twenty-five or It’s twenty-five after two. 6:30 = It’s six-thirty or It’s thirty after six. 2:07 = It’s two-oh-seven or It’s seven after two.