Lesson
1 Look and answer. Is your week the same or different? Have students look at the weekly calendar on page 60. Ask students how Gina organizes her calendar. Elicit a few answers (weekdays and weekend, extra activities, moments of the day). Have students look at the calendar for 1 minute and close their books. Ask students, How many times does Gina have English class? When does she visit her grandparents? What class does she have in the evenings? Have volunteers answer. Ask students to open their books again and do the exercise individually. Monitor and walk around the classroom. Check answers as a class. Ask students if their week is similar or different. Elicit similarities and differences. 2 Underline the days of the week that Gina goes to school. Circle the days of the weekend. Ask students what days of the week are school or work days. Write and ask students to underline them on the board. Then elicit what days make up the weekend. Add them on the board and ask students to circle them.
Lesson
1 Look and answer. Is your week the same or different? Answers may vary.
Time / day
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
English class
school band
English class
English class
Morning
11.00 Recess Recess 11.00
Recess
Recess
Recess
school band
Afternoon
football
football
Evening
2 Underline the days of the week that Gina goes to school. Circle the days of the weekend. 3 Look at the calendar again and write the information. Gina has school band on and . Gina has recess at : every week day. Gina plays football on and . Gina sees her grandparents on . Gina plays football on Wednesday and Saturday . Wednesday Wednesday Sunday evening Saturday Tuesday 11 00
• Locate school and weekend days in a calendar. • Distinguish periods of the day. • Recognize hours in periods of the day. • Identify written information on a calendar. • Rewrite names of days of the week. • Write numbers of hours, based on a model. • Review repertoire of words and expressions.
60
M06 Sunburst AB 1 MEX 44480 .indd 60
23/04/18 7:16 p.m.
Expected Outcomes Locate school and weekend days in a calendar. Distinguish periods of the day. Recognize hours in periods of the day. Identify written information on a calendar. Rewrite names of days of the week. Write numbers of hours, based on a model. Review repertoire of words and expressions.
3 Look at the calendar again and write the information.
Read the sentences one by one and give students time to write. Ask them to work in pairs to help each other check their words. Tell students to stand up when you say the hour they wake up on Sundays. Wrap Up Use flashcards 30 and 32. Paste them on the board and ask students What time do you brush your teeth? and, What time do you put on your clothes? Have volunteers answer the questions aloud. Have students write and illustrate the answers in their notebooks.
Materials Activity Book p. 60, flashcards 30 and 32
Warm Up To consolidate the hours draw three clock faces with the hours 8:00, 3:00 and 7:00. Have students say the words aloud. Ask students to classify the hours in morning, afternoon and evening.
Unit 6
T60
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