Lesson 1 - Macmillan Young Learners
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Lesson
Look and listen. Say the words.
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go to school
have dinner
g o t o s c h o o l
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h a v e d i n n e r
have lunch
take a shower t a k e a s h o w e r
h a v e l u n c h
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go to bed
get up
g o t o b e d
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g e t
u p
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8
have breakfast
go home g o h o m e
h a v e b r e a k f a s t
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Write the words in Exercise 1.
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Have a spelling race. go to … bed! b-e-d!
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Unit 6 • Lesson 1 Vocabulary presentation Lesson objective: learn vocabulary for daily routines New vocabulary: go to school, have lunch, have dinner, take a shower, go to bed, have breakfast, get up, go home Materials: Class CD Unit 6 Picture Cards Teacher Twister (optional) Homework Book
Warm up Act out verbs the children have learned so far (play, walk, write, talk, etc.). The children guess the verb then spell it.
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Look and listen. Say the words.
Play the CD again; say Say the words. The children say the words.
Call out the first part of a phrase from Exercise 1 (e.g. take a …). The children race to write the complete phrase on the board (e.g. take a shower) and spell it aloud. The child who writes and spells the phrase correctly first wins a point for their team.
Stick the picture cards on the board and point to them at random. The children shout out the words.
Repeat until you have called out all the target vocabulary at least once. At the end, the team with the most points wins.
Play the CD; ask the children to point to the pictures as they hear the words.
2 Write the words in Exercise 1. Point to one of the picture cards on the board. The children say the words. Say Write the words. The children write the words in their book, spelling them as they write. Repeat for all the picture cards in any order.
3 Have a spelling race. Put the children in two teams. Say Have a spelling race. Choose one child from each team to come to the board.
Wrap up Go around the class giving children different verbs from the target vocabulary (have …, go …, get …, or take …) and asking them to complete the phrase. Repeat as many times as possible.
OPTIONAL ACTIVITIES To do Exercise 3 using the Teacher Twister: Stick the Teacher Twister on the board with the picture cards around it. Put the children in two teams. Spin the Twister and ask the class to call out the word the arrow lands closest to. Then invite a child from each team to the board to race to write and spell the word. To do Exercise 3 differently: Put the children in pairs; they take turns. One child calls out a phrase and their friend spells it. Repeat to use all the target vocabulary. Monitor.
Homework Ask the children to complete p.19 in their Homework Book.
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Unit 6 • Lesson 2 Grammar presentation Lesson objective: ask and answer about daily routines New grammar: Are you …ing? Yes, I am. No, I’m not. Vocabulary review: go to bed, get up, have breakfast, take a shower, have dinner, have lunch Materials: Class CD Unit 6 Picture Cards
Warm up Draw a small part of one of the pictures from Lesson 1 on the board. The children guess the activity. Repeat with other pictures.
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Listen and match. Ask the children to look at the pictures and tell you what the boy is doing in each one. Play the CD; ask the children to look at the dialogues as they listen. Play the CD again; pause after each question and answer. Say Match. The children match the dialogues to the pictures.
Ask the children to draw a picture from their day. Monitor. Put the children in pairs; they take turns. Ask the children to read the example dialogue then ask and answer about their picture with their friend.
3 Complete the question. Circle the answer.
Read the dialogues aloud one at a time. The children point to the correct picture.
Ask the children to look at the picture and read the question and answer choices.
2 Draw a picture from your day.
Ask the children to complete the question and circle the correct answer. Monitor.
Talk to a friend.
Ask Are you taking a shower? Are you going to bed? Elicit Yes, I am/No, I’m not answers from the children.
OPTIONAL ACTIVITIES To extend Exercise 1: Put the children in pairs. Ask the children to practice the dialogues and take turns acting out the boy in the pictures.
Wrap up Write the phrases from Exercise 1 on the board (or use the picture cards). Ask the children to put the phrases in order for their day. Then ask the children to act out all the phrases in order as fast as they can.
Homework Ask the children to draw themselves in bed in their bedroom and write a sentence about it.
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living room
I’m not going to bed
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Unit 6 • Lesson 3 Grammar extension Lesson objective: talk about what I’m not doing New grammar: I’m not …ing, Where am I? I’m in the [room/ place] Vocabulary review: take a shower, play soccer, have breakfast, get up, go to bed Materials: Homework Book
Warm up Put the children in pairs; they take turns. One child draws a small detail from one of the pictures in Exercise 1 (e.g. a star from the bed cover in the third picture). Their friend finds the object, points to it in the picture and says what the boy is doing.
1 Read and figure out the puzzle. Ask the children to look at the pictures and tell you one more action the boy is NOT doing (e.g. He isn’t going to bed.). Put the children in pairs. Ask them to read the puzzle aloud in their pairs and figure it out. Monitor.
OPTIONAL ACTIVITIES To extend Exercise 2: Ask the children to write another puzzle. Put the children in new pairs for them to figure out their friend’s puzzle.
Choose different children to read a sentence each. Ask the children to shout out the answer to the puzzle.
2 Write a puzzle for a friend. Ask the children to write a puzzle for their friend. Make sure they understand that they need to write negative sentences for about four of the pictures so their friend can figure out the puzzle. Monitor. Put the children in pairs; they take turns. The children work out their friend’s puzzle. Monitor.
3 Write the words in the correct order. Ask the children to look at the picture. Say I’m going to bed? and shake your head. Say No! Ask the children to write the words in the correct order. Monitor.
Wrap up Ask the children to walk out of the classroom as if they were having lunch.
Homework Ask the children to complete p.20 in their Homework Book. Need a
Wake Up? See p.ix.
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Unit 6 • Lesson 4 Vocabulary extension Lesson objective: learn vocabulary for times of day New vocabulary: morning, noon, afternoon, evening, night, midnight Vocabulary review: go home, get up, sleep, have dinner, go to bed, have lunch Grammar review: What’s he/ she doing? He’s/She’s …ing Materials: Class CD
Warm up Write on the board: bed, home, breakfast, school, lunch, shower. Point to the words at random and choose children to say a sentence using that word (e.g. I’m taking a shower.). Demonstrate once if necessary.
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Listen and point. Say the words.
2 Look at the pictures. Talk to a friend.
Hold up your book. Point to the pictures at random and ask the children to mime something they do at that time of the day.
Then write.
Play the CD; ask the children to point to the pictures as they listen.
Put the children in pairs. Ask them to read the example dialogue then talk about the pictures with their friend.
Play the CD again; say Say the words. Pause after every word for the children to repeat. Say m…o… Put your hand to your ear to elicit morning. Ask the children to spell morning. Repeat with the other words.
Ask the children to look at the pictures and decide what time of day each one is.
Say Write. The children write to complete the sentences. Monitor. Ask different children to read out a sentence each. OPTIONAL ACTIVITIES To extend Exercise 2: Put the children in groups of three; they take turns. The first child mimes a picture from the exercise. The second child asks the third child What’s he/she doing? The third child answers. Continue until the groups have mimed all the pictures.
Wrap up Play “Word Bingo” with the words from Exercise 1. Ask the children to write three words from the lesson then call out letters at random. The children cross letters out of their words as they hear them. The first child to cross out all their letters is the winner.
Homework Ask the children to draw and label a picture for morning and a picture for night.
Need a
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getting up sleeping
morning midnight
having dinner going to bed having lunch
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evening night noon
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It’s 2 o’clock in the afternoon It’s 3 o’clock in the afternoon It’s 9 o’clock at night
time
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Unit 6 • Lesson 5 Vocabulary extension Lesson objective: talk about time New vocabulary: What time is it? It’s time to … Vocabulary review: morning, go to school, afternoon, have lunch, go home, night, go to bed Grammar review: in [the morning/evening] Materials: Class CD Homework Book
Warm up Point to a child and say It’s morning. What are you doing? The child answers (e.g. I’m going to school) and has a similar dialogue with another child. Continue around the class.
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Sing the song. Say What time is it? See if any of the children can answer. If not, tell them the time and add the time of day (in the morning/afternoon). Play the CD; ask the children to follow the words. Play the CD again; ask the children to join in with the second and last lines of each verse. Play the CD again; ask the children to sing along, stand up and shout Hooray! each time.
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Sing the song again. Write the times from the song.
Put the children in pairs. Ask them to read the example and find the times in the song. Monitor. Ask the children to write the times. Monitor. Choose different pairs to read out a question and answer.
3 Complete the question. Ask the children to look at the clock and read the question and answer. Ask what the question is. Elicit What time is it? Ask the children to complete the question. Monitor.
Divide the children into four groups and allocate each group a verse. Play the CD for the groups to sing along to their verse.
OPTIONAL ACTIVITIES To extend Exercise 2: Draw clocks on the board showing the times from the exercise and other clocks showing different times. Point to the clocks at random and say What time is it? The children call out the time and time of day. It’s OK if they call out morning/night for some times (e.g. 7 o’clock in the evening/at night, etc.).
Wrap up Ask the children to stand up. Call out different times and ask the children to put their arms where the hands of the clock are for that time. Repeat quickly with different times to make it fun!
Homework Ask the children to complete p.21 in their Homework Book.
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Unit 6 • Lesson 6 Story Lesson objective: read a story Vocabulary review: get up, sleep, take a shower, go to school, have breakfast New vocabulary: It’s time for … Grammar review: Are you …ing? No, I’m not. Materials: Class CD
Warm up Write on the board: It’s time for … school/bed/breakfast/ lunch/dinner/a shower/a drink/TV. Say one of the sentences (e.g. It’s time for bed.) and ask What time is it? The children shout out the time when they do that action. It’s OK if they shout out different times!
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Read: Late for School Ask the children to look at the pictures and tell you what meal is on the table in picture 4 (breakfast). Play the CD; ask the children to follow the words. Play the CD again; divide the class into two. Ask the children to read along. Half the class read Mom’s part and half read Daisy’s. Encourage them to use character voices.
OPTIONAL ACTIVITIES To extend Exercise 2: Read aloud different sentences from the story and ask the children to call out the name of the character who says the sentences.
2 Read the story again. Answer the questions.
Put the children in pairs. They choose a character each (Mom or Daisy) and read the story. Encourage them to use character voices again. Say Answer the questions. The children write the answers. Monitor. Choose two pairs to read a question and answer aloud.
Wrap up Put the children in pairs; they take turns. One child draws a number (1–12) on their friend’s back. Their friend says the number as a time (e.g. It’s 8 o’ clock), then says what they’re doing at that time (e.g. It’s 8 o’ clock. I’m taking a shower.).
Homework Ask the children to listen to the story again on their Homework Audio CD.
Need a
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It’s 7 o’clock It’s 8 o’clock
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morning
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Unit 6 • Lesson 7 Say the Right Thing Lesson objective: say the right thing at different times of day New vocabulary: Have a nice day, Good night, Good morning Vocabulary review: talk, morning, 9 o’ clock Grammar review: I’m …ing, in the morning Materials: Class CD
Warm up Clap your hands seven times, then point to a child and ask What time is it? (It’s 7 o’clock). That child then claps between one and twelve times, points to their friend and asks What time is it? Their friend answers accordingly. Repeat around the class.
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Listen and match. Then say.
3 Write the right thing in the speech bubble.
Ask the children to look at the pictures and find the sun (picture 3).
Ask the children to raise their hand when they know the right thing for the speech bubble. Choose a child to tell you the answer.
Play the CD; ask the children to follow the words. Play the CD again; ask the children to match the speech bubbles with the pictures. Monitor.
Ask the children to write the right thing in the speech bubble. Monitor.
Go around the class pointing to the pictures at random. Each time ask the children to say the right thing.
Ask the children to stand up, mime being the character in the picture and say the speech bubble.
2 Look at the example. Draw your T
CK 4 RA
Ask the children to look at the picture and tell you where the boy is (at school). Ask the children to read the speech bubble and the sentences. Say Draw your picture. Then write. The children draw and write. Monitor. Ask the children to hold up their picture and shout out the speech bubble. Then choose children to read their sentences.
Wrap up Write on the board all the words from the speech bubbles in Exercise 1 at random. Point to a word then choose a child to give you a phrase using that word (e.g. for good, the children could say either Good morning or Good night). Repeat around the class using different words each time.
3
picture. Then write.
OPTIONAL ACTIVITIES To do Exercise 1 differently:
Ask the children to look at the pictures and read the speech bubbles. Say Match the speech bubbles with the pictures. The children match. Monitor. Play the CD; the children check to see if they were correct.
Homework Ask the children to write Have a nice day! in their notebook and draw themself going to school.
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Unit 6 • Lesson 8 Review Lesson objective: consolidate vocabulary and grammar from the unit Vocabulary review: daily routines, noon, afternoon, evening, night, midnight Grammar review: Are you …ing? No, I’m not. I’m not …ing, What time is it? It’s … Materials: Teacher Twister/Student Twister (optional)
Warm up Write anagrams on the board for a few of the following words: breakfast, shower, school, evening, morning and midnight. Invite children to write one of the words correctly on the board.
Write the number. Review your lessons. Choose a number between 1 and 6 for each exercise, choosing larger numbers for the things you feel the children need more practice in. Ask the children to write the numbers in the rubric for each exercise.
Say Write. The children write their sentences. 4 Spell __ words from Lesson 4. Write the first two letters for each picture on the board. Point to the letters and ask the children to shout out the word then spell it. Repeat with all the letters on the board.
1 Write __ phrases from Lesson 1 in your notebook. Hold up your book and point to the pictures. The children call out each phrase then write it in their notebook.
5 Draw __ clocks. Ask: What time is it? Answer: It’s 8 o’clock. Ask the children to draw clocks with different times in their notebook. Monitor.
2 Mime __ actions from Lesson 1. Ask: Are you having lunch?
Put the children in pairs; they take turns asking and answering about the times on their clocks.
Put the children in pairs; they take turns miming and asking questions. Monitor. OPTIONAL ACTIVITIES
3 Write __ negative sentences about yourself in your notebook: I’m not getting up.
To do the review lesson differently: Stick the Twister on the board and write 1–6 around it.
Ask the children to say negative sentences about things they are not doing. Monitor.
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Wrap up Ask the children to stand up. Do different actions and say Copy (e.g. wave your hands in the air, hop on one leg, touch the floor, put your hands on your hips, etc.). Change from one action to another to keep it lively and get the children moving.
Spin the Twister for each exercise to decide how many answers the children write.
Another way to do the review lesson: Ask one child to spin their Twister to decide how many answers to write. Repeat with different children for each exercise.
See p.170 for unit test.
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6
1
Lesson
Look and listen. Say the words.
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go to school
have dinner
g o t o s c h o o l
2
h a v e d i n n e r
have lunch
take a shower t a k e a s h o w e r
h a v e l u n c h
5
7
go to bed
get up
g o t o b e d
4
g e t
u p
6
8
have breakfast
go home g o h o m e
h a v e b r e a k f a s t
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Write the words in Exercise 1.
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Have a spelling race. go to … bed! b-e-d!
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Unit 6 • Lesson 1 Vocabulary presentation Lesson objective: learn vocabulary for daily routines New vocabulary: go to school, have lunch, have dinner, take a shower, go to bed, have breakfast, get up, go home Materials: Class CD Unit 6 Picture Cards Teacher Twister (optional) Homework Book
Warm up Act out verbs the children have learned so far (play, walk, write, talk, etc.). The children guess the verb then spell it.
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Look and listen. Say the words.
Play the CD again; say Say the words. The children say the words.
Call out the first part of a phrase from Exercise 1 (e.g. take a …). The children race to write the complete phrase on the board (e.g. take a shower) and spell it aloud. The child who writes and spells the phrase correctly first wins a point for their team.
Stick the picture cards on the board and point to them at random. The children shout out the words.
Repeat until you have called out all the target vocabulary at least once. At the end, the team with the most points wins.
Play the CD; ask the children to point to the pictures as they hear the words.
2 Write the words in Exercise 1. Point to one of the picture cards on the board. The children say the words. Say Write the words. The children write the words in their book, spelling them as they write. Repeat for all the picture cards in any order.
3 Have a spelling race. Put the children in two teams. Say Have a spelling race. Choose one child from each team to come to the board.
Wrap up Go around the class giving children different verbs from the target vocabulary (have …, go …, get …, or take …) and asking them to complete the phrase. Repeat as many times as possible.
OPTIONAL ACTIVITIES To do Exercise 3 using the Teacher Twister: Stick the Teacher Twister on the board with the picture cards around it. Put the children in two teams. Spin the Twister and ask the class to call out the word the arrow lands closest to. Then invite a child from each team to the board to race to write and spell the word. To do Exercise 3 differently: Put the children in pairs; they take turns. One child calls out a phrase and their friend spells it. Repeat to use all the target vocabulary. Monitor.
Homework Ask the children to complete p.19 in their Homework Book.
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Unit 6 • Lesson 2 Grammar presentation Lesson objective: ask and answer about daily routines New grammar: Are you …ing? Yes, I am. No, I’m not. Vocabulary review: go to bed, get up, have breakfast, take a shower, have dinner, have lunch Materials: Class CD Unit 6 Picture Cards
Warm up Draw a small part of one of the pictures from Lesson 1 on the board. The children guess the activity. Repeat with other pictures.
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Listen and match. Ask the children to look at the pictures and tell you what the boy is doing in each one. Play the CD; ask the children to look at the dialogues as they listen. Play the CD again; pause after each question and answer. Say Match. The children match the dialogues to the pictures.
Ask the children to draw a picture from their day. Monitor. Put the children in pairs; they take turns. Ask the children to read the example dialogue then ask and answer about their picture with their friend.
3 Complete the question. Circle the answer.
Read the dialogues aloud one at a time. The children point to the correct picture.
Ask the children to look at the picture and read the question and answer choices.
2 Draw a picture from your day.
Ask the children to complete the question and circle the correct answer. Monitor.
Talk to a friend.
Ask Are you taking a shower? Are you going to bed? Elicit Yes, I am/No, I’m not answers from the children.
OPTIONAL ACTIVITIES To extend Exercise 1: Put the children in pairs. Ask the children to practice the dialogues and take turns acting out the boy in the pictures.
Wrap up Write the phrases from Exercise 1 on the board (or use the picture cards). Ask the children to put the phrases in order for their day. Then ask the children to act out all the phrases in order as fast as they can.
Homework Ask the children to draw themselves in bed in their bedroom and write a sentence about it.
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living room
I’m not going to bed
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Unit 6 • Lesson 3 Grammar extension Lesson objective: talk about what I’m not doing New grammar: I’m not …ing, Where am I? I’m in the [room/ place] Vocabulary review: take a shower, play soccer, have breakfast, get up, go to bed Materials: Homework Book
Warm up Put the children in pairs; they take turns. One child draws a small detail from one of the pictures in Exercise 1 (e.g. a star from the bed cover in the third picture). Their friend finds the object, points to it in the picture and says what the boy is doing.
1 Read and figure out the puzzle. Ask the children to look at the pictures and tell you one more action the boy is NOT doing (e.g. He isn’t going to bed.). Put the children in pairs. Ask them to read the puzzle aloud in their pairs and figure it out. Monitor.
OPTIONAL ACTIVITIES To extend Exercise 2: Ask the children to write another puzzle. Put the children in new pairs for them to figure out their friend’s puzzle.
Choose different children to read a sentence each. Ask the children to shout out the answer to the puzzle.
2 Write a puzzle for a friend. Ask the children to write a puzzle for their friend. Make sure they understand that they need to write negative sentences for about four of the pictures so their friend can figure out the puzzle. Monitor. Put the children in pairs; they take turns. The children work out their friend’s puzzle. Monitor.
3 Write the words in the correct order. Ask the children to look at the picture. Say I’m going to bed? and shake your head. Say No! Ask the children to write the words in the correct order. Monitor.
Wrap up Ask the children to walk out of the classroom as if they were having lunch.
Homework Ask the children to complete p.20 in their Homework Book. Need a
Wake Up? See p.ix.
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Unit 6 • Lesson 4 Vocabulary extension Lesson objective: learn vocabulary for times of day New vocabulary: morning, noon, afternoon, evening, night, midnight Vocabulary review: go home, get up, sleep, have dinner, go to bed, have lunch Grammar review: What’s he/ she doing? He’s/She’s …ing Materials: Class CD
Warm up Write on the board: bed, home, breakfast, school, lunch, shower. Point to the words at random and choose children to say a sentence using that word (e.g. I’m taking a shower.). Demonstrate once if necessary.
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Listen and point. Say the words.
2 Look at the pictures. Talk to a friend.
Hold up your book. Point to the pictures at random and ask the children to mime something they do at that time of the day.
Then write.
Play the CD; ask the children to point to the pictures as they listen.
Put the children in pairs. Ask them to read the example dialogue then talk about the pictures with their friend.
Play the CD again; say Say the words. Pause after every word for the children to repeat. Say m…o… Put your hand to your ear to elicit morning. Ask the children to spell morning. Repeat with the other words.
Ask the children to look at the pictures and decide what time of day each one is.
Say Write. The children write to complete the sentences. Monitor. Ask different children to read out a sentence each. OPTIONAL ACTIVITIES To extend Exercise 2: Put the children in groups of three; they take turns. The first child mimes a picture from the exercise. The second child asks the third child What’s he/she doing? The third child answers. Continue until the groups have mimed all the pictures.
Wrap up Play “Word Bingo” with the words from Exercise 1. Ask the children to write three words from the lesson then call out letters at random. The children cross letters out of their words as they hear them. The first child to cross out all their letters is the winner.
Homework Ask the children to draw and label a picture for morning and a picture for night.
Need a
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getting up sleeping
morning midnight
having dinner going to bed having lunch
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It’s 2 o’clock in the afternoon It’s 3 o’clock in the afternoon It’s 9 o’clock at night
time
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Unit 6 • Lesson 5 Vocabulary extension Lesson objective: talk about time New vocabulary: What time is it? It’s time to … Vocabulary review: morning, go to school, afternoon, have lunch, go home, night, go to bed Grammar review: in [the morning/evening] Materials: Class CD Homework Book
Warm up Point to a child and say It’s morning. What are you doing? The child answers (e.g. I’m going to school) and has a similar dialogue with another child. Continue around the class.
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Sing the song. Say What time is it? See if any of the children can answer. If not, tell them the time and add the time of day (in the morning/afternoon). Play the CD; ask the children to follow the words. Play the CD again; ask the children to join in with the second and last lines of each verse. Play the CD again; ask the children to sing along, stand up and shout Hooray! each time.
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Sing the song again. Write the times from the song.
Put the children in pairs. Ask them to read the example and find the times in the song. Monitor. Ask the children to write the times. Monitor. Choose different pairs to read out a question and answer.
3 Complete the question. Ask the children to look at the clock and read the question and answer. Ask what the question is. Elicit What time is it? Ask the children to complete the question. Monitor.
Divide the children into four groups and allocate each group a verse. Play the CD for the groups to sing along to their verse.
OPTIONAL ACTIVITIES To extend Exercise 2: Draw clocks on the board showing the times from the exercise and other clocks showing different times. Point to the clocks at random and say What time is it? The children call out the time and time of day. It’s OK if they call out morning/night for some times (e.g. 7 o’clock in the evening/at night, etc.).
Wrap up Ask the children to stand up. Call out different times and ask the children to put their arms where the hands of the clock are for that time. Repeat quickly with different times to make it fun!
Homework Ask the children to complete p.21 in their Homework Book.
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Unit 6 • Lesson 6 Story Lesson objective: read a story Vocabulary review: get up, sleep, take a shower, go to school, have breakfast New vocabulary: It’s time for … Grammar review: Are you …ing? No, I’m not. Materials: Class CD
Warm up Write on the board: It’s time for … school/bed/breakfast/ lunch/dinner/a shower/a drink/TV. Say one of the sentences (e.g. It’s time for bed.) and ask What time is it? The children shout out the time when they do that action. It’s OK if they shout out different times!
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Read: Late for School Ask the children to look at the pictures and tell you what meal is on the table in picture 4 (breakfast). Play the CD; ask the children to follow the words. Play the CD again; divide the class into two. Ask the children to read along. Half the class read Mom’s part and half read Daisy’s. Encourage them to use character voices.
OPTIONAL ACTIVITIES To extend Exercise 2: Read aloud different sentences from the story and ask the children to call out the name of the character who says the sentences.
2 Read the story again. Answer the questions.
Put the children in pairs. They choose a character each (Mom or Daisy) and read the story. Encourage them to use character voices again. Say Answer the questions. The children write the answers. Monitor. Choose two pairs to read a question and answer aloud.
Wrap up Put the children in pairs; they take turns. One child draws a number (1–12) on their friend’s back. Their friend says the number as a time (e.g. It’s 8 o’ clock), then says what they’re doing at that time (e.g. It’s 8 o’ clock. I’m taking a shower.).
Homework Ask the children to listen to the story again on their Homework Audio CD.
Need a
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Calm Down? See p.ix.
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It’s 7 o’clock It’s 8 o’clock
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morning
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Unit 6 • Lesson 7 Say the Right Thing Lesson objective: say the right thing at different times of day New vocabulary: Have a nice day, Good night, Good morning Vocabulary review: talk, morning, 9 o’ clock Grammar review: I’m …ing, in the morning Materials: Class CD
Warm up Clap your hands seven times, then point to a child and ask What time is it? (It’s 7 o’clock). That child then claps between one and twelve times, points to their friend and asks What time is it? Their friend answers accordingly. Repeat around the class.
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Listen and match. Then say.
3 Write the right thing in the speech bubble.
Ask the children to look at the pictures and find the sun (picture 3).
Ask the children to raise their hand when they know the right thing for the speech bubble. Choose a child to tell you the answer.
Play the CD; ask the children to follow the words. Play the CD again; ask the children to match the speech bubbles with the pictures. Monitor.
Ask the children to write the right thing in the speech bubble. Monitor.
Go around the class pointing to the pictures at random. Each time ask the children to say the right thing.
Ask the children to stand up, mime being the character in the picture and say the speech bubble.
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Ask the children to look at the picture and tell you where the boy is (at school). Ask the children to read the speech bubble and the sentences. Say Draw your picture. Then write. The children draw and write. Monitor. Ask the children to hold up their picture and shout out the speech bubble. Then choose children to read their sentences.
Wrap up Write on the board all the words from the speech bubbles in Exercise 1 at random. Point to a word then choose a child to give you a phrase using that word (e.g. for good, the children could say either Good morning or Good night). Repeat around the class using different words each time.
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picture. Then write.
OPTIONAL ACTIVITIES To do Exercise 1 differently:
Ask the children to look at the pictures and read the speech bubbles. Say Match the speech bubbles with the pictures. The children match. Monitor. Play the CD; the children check to see if they were correct.
Homework Ask the children to write Have a nice day! in their notebook and draw themself going to school.
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Unit 6 • Lesson 8 Review Lesson objective: consolidate vocabulary and grammar from the unit Vocabulary review: daily routines, noon, afternoon, evening, night, midnight Grammar review: Are you …ing? No, I’m not. I’m not …ing, What time is it? It’s … Materials: Teacher Twister/Student Twister (optional)
Warm up Write anagrams on the board for a few of the following words: breakfast, shower, school, evening, morning and midnight. Invite children to write one of the words correctly on the board.
Write the number. Review your lessons. Choose a number between 1 and 6 for each exercise, choosing larger numbers for the things you feel the children need more practice in. Ask the children to write the numbers in the rubric for each exercise.
Say Write. The children write their sentences. 4 Spell __ words from Lesson 4. Write the first two letters for each picture on the board. Point to the letters and ask the children to shout out the word then spell it. Repeat with all the letters on the board.
1 Write __ phrases from Lesson 1 in your notebook. Hold up your book and point to the pictures. The children call out each phrase then write it in their notebook.
5 Draw __ clocks. Ask: What time is it? Answer: It’s 8 o’clock. Ask the children to draw clocks with different times in their notebook. Monitor.
2 Mime __ actions from Lesson 1. Ask: Are you having lunch?
Put the children in pairs; they take turns asking and answering about the times on their clocks.
Put the children in pairs; they take turns miming and asking questions. Monitor. OPTIONAL ACTIVITIES
3 Write __ negative sentences about yourself in your notebook: I’m not getting up.
To do the review lesson differently: Stick the Twister on the board and write 1–6 around it.
Ask the children to say negative sentences about things they are not doing. Monitor.
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Wrap up Ask the children to stand up. Do different actions and say Copy (e.g. wave your hands in the air, hop on one leg, touch the floor, put your hands on your hips, etc.). Change from one action to another to keep it lively and get the children moving.
Spin the Twister for each exercise to decide how many answers the children write.
Another way to do the review lesson: Ask one child to spin their Twister to decide how many answers to write. Repeat with different children for each exercise.
See p.170 for unit test.
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