Lesson
1 Look and match. Circle the time of day. Write Good morning, Good afternoon and Good night on the board. Elicit the meaning of the phrases from students. Ask the class at what moment of the day they use these phrases. Ask them what time of day it is now. 2 Listen and read. Say the hours. 35 Direct students’ attention to the illustrations. Have students identify what Emily is doing in each one. Play Track 35 and have students follow along. Ask students if their routine is similar or different to Emily’s. Ask, Do you have extracurricular activities? Do you go the park? Encourage students to tell you more about their routines. Elicit students’ extracurricular activities ( soccer practice, swimming lessons, painting classes, karate lessons , etc.). At this point, it is not important if they can’t tell the time they do the activities, this will be explored in the next lesson. 3 Read again. Underline the days of the week and circle the hours. Organize students in pairs. Have them identify the days of the week and the hours in the text. Walk around the classroom and monitor students’ progress. Write a table with the headings days and hours on the board. Have volunteers fill the table. Big Book 2: The Birthday 39 Have students remind you what day is Dave’s birthday and what his parents are doing. Open the Big Book and go over the story and encourage students to follow along. Ask students What is Dave doing? Where is he? What is Ana doing? What about Dave’s grandparents? Play Track 39 for students to follow. Wrap Up Ask students what activities they do during the day (wake up, brush their teeth, come to school, play with their friends, take a shower, go to sleep). Write morning, afternoon and night on the board. Have students mime their routines at the different moments of the day as you point to each word.
Lesson
1 Look and match. Circle the time of day. morning afternoon
night
2 Listen and read. Say the hours. 35
She has English class on Wednesdays at 10:00 o’clock.
Emily wakes up at 6:00 o’clock in the morning from Monday to Friday.
On Tuesdays, she takes Karate lessons at 4:00 o’clock.
On Saturdays, she goes to the park at 5:00 o ’ clock.
3 Read again. Underline the days of the week and circle the hours.
• Distinguish parts of the day. • Use previous knowledge. • Distinguish times and days of the week. • Associate times with numbers.
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M06 Sunburst AB 1 MEX 44480 .indd 58
23/04/18 7:16 p.m.
Expected Outcomes Distinguish parts of the day. Use previous knowledge. Distinguish times and days of the week. Associate times with numbers.
Materials Activity Book p. 58, Big Book 2, CD tracks 33, 35, 39, set of index cards with days of the week on them Warm Up Use one set of the index cards of the days of the week you used last class. Paste them around the classroom. Have students stand in the middle of the room. Explain to students that as you shout out the day of week, they need to run to where the card is. Do this with all the days of the week. You can do it in the correct order or at random. Play Track 33 and have students sing along.
Unit 6
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