Title of Unit:What a day!

Lesson sub theme:Part of the day and daily routines Level: Beginner Recycle exponent: time (I go to school at 8 oclock) New exponent:time: half past one, ten to eight, quarter to/past three, etc Daily routines: (I go to school, I have breakfast, I have a shower, I play with my friends, I get up, and watch tv) Lesson objective(s): After this lesson pupils will be able to: * To identifythepart of the day. * To describe what people do every day.

1 2 Step Time 1 2

3 Student activity Ss greet T

4 Teacheractivity -Good afternoon children! (T waves her hand) -T asks Ss the date and encourages Ss to answer. Then she writes it on the board. e.g. Whats the date? All right. Today is. -T asks Ss about the weather and encourages Ss to answer. -Ok. Whats the weather like?
T writes a sentence describing the weather.

5 6 AlternativeLangua Purpose of ge theactivity To greet Hello children? (T waves her hand) . To say the date and whats the (T draws or mimes weather like. what the weather is like that day)
Is it sunny, rainy or cloudy?(T draws a sun, rain and a cloud on the BB)

6 7 8 9 Interaction Skills Resources Linguisticcontent T/WGr L/S Recycle: name, hello

W A R M U P

Ss answer

Recycle: Blackboard days, sunny, rainy, windy, hot, cold

2 L E A D I N

The teacher starts the lesson with the activity on page 58 (Sophiesday) she describes all the activities she does everydaylike having a shower or going to bed,etc. . Ok kid! Look at the what is this? picture? What can you see? Yes! a clock! Un reloj! What can you see! (the T writes the vocabulary [a girl, a bed, a dancer, a shower ]on the board) Pupils look at the pictures. Then, theyanswer Ts question.

To introduce the topic

T/ W Gr

L/S

Blackboard Recycle: photocopies I go to school at 8 0clock New: time: half past three, One oclock, Quarter to/past two Present simple:(first person) I get up at six oclock I go to school everyday

Una nena! Una cama Una bailarina! Una ducha!

A girl A bed A dancer A shower

3 (before the audio) The T hands out a photocopy that has some sentences that students might listen to and tick the activities that they recongnize but there are some phrases that doesnt appear. on the tape Listen and tick: what is this? Have a shower Go to school Play with friends Watch tv Go to bed Get up Go shopping Go for a walk Have lunch Ok! Now listen and tick the routines that you hear. Then the T hands out a photocopy of a chart divided into MORNING,AFTERN OOM AND EVENING. And Ssmight classify the activities according to the logical order.

To introduce the new topic

L E A D I N

Here is a chart in which you should write the activities that you do in the morning, afternoom and evening. For example. When do you go to school? Yes! So where do you En afternoom write it? Alatarde Now listen to the tape and try to get the time. (After the audio) The T hands out photocopies with a matching activity that has sentences and Ss might matchbegining of the senteces to the correctending (sentences are in jumbled order).
I play with my TV at 8.00 I go friends at 5.00 I have lunch at 7.00 I watch bed at 10.00 I get at 8.00 I go to a shower at 7.00 I have to school at 8.00 I have dinner up at 7.00

To develop memory skills

Pay attetionand guess the daily routines that doesnt appear on the tape

To develop listening skill

Whats name all the activities that you do everyday?

Pupils listen to the audio and repeat the song.

Ok kids! Here is a box

3 M E E T I N G N E W L A N G

10

whereyou have to match the fisrt part sentences with the second part that includes the time

T gives students a song which describes a girls routines (pag 59 go 2) Ok kids! Here is a song lets listen to it. (after the audio)

To develop memory skills . What can you see?

Do you know what time is it?

Un reloj!

Now look at the board! What is this? Yes! A clock! Now look at the song! It says I have lunch at quarter to one What time is it? Can you help me to mark the time on the clock? Ok now it says i get up at half past eight. where should i place the hands? Yes!verygood!

Una menos cuarto

La flecha grande va en el uno y la pequea va en el minuto 45

La flecha

grande en el 6 y la chiquita el 8

Now it says i go to bed at quarter past ten. Where should I place the hands? Yes! Very good But now going back to the sentenceI get up at half past eight everyday.When does she get up?

Does she get up on Mondays? Does she get up on Fridays?

Se levanta Yes! Everyday! So if todos los dias you do an activity everyday. What we are talking about? Sobre rutinas Yes we are talking about routines

For example, if you go to school on Mondays, Tuesdays, Wednesday, Thursdays and Fridays.

. .

4 N O T I C I N G

Activity 1: T gives pupils a photocopy where there are some clocks in Pupils look at blank and pupils might the picture draw the arrows to form and answer the correct time. T says: Ts question. Look at the picture. What can you see? Relojes! Yes! Clocks! What do you have to (use of gestures if Dibujar las do? Good! fechas de la necessary) hora T monitors and provides correct feedback if

To identify the different time.

Individual

R/W

Photocopy New: time: half past three, One oclock, Quarter to/past two

necessary.

Pupils look at the photocopy and complete with the hands.

5 5 E X P E R I M E N T I N G

Activity 2: T gives pupils a photocopy where there are some clocks but those clocks have only one hands so pupils might draw the other hand to form the correct time. Pupils look at the picture and answer T says: Ts question. Look at the picture. What can you see? Relojes! Yes! Clocks!

To identify the different time.

Individual

R/W

Photocopy New: time: half past three, One oclock, Quarter to/past two

10

Is there any Are the clocks correct? problem with the No! No! What wrong? clocks? Le fantan una Yes! They have only abuja one hand! What do you have to Dibujarlasabu do? jas Quefaltan Good! 2 Pupils look at T monitors and provides the photocopy correct feedback if and complete necessary. with the hands. To identify what someone does everyday.

T/ WGr

S New: time: half past three, Photocopy One oclock, Quarter to/past two Present simple:(first person) I get up at six oclock I go to school everyday

Activity 3: T says to the students to go to page 59. The aim of the activity is that they match the clocks to . the daily routines. Look at the photocopy. Look at the first picture what does he do? Yes! he has lunch And the girl? Yes she gets up And the next girls? She goes to sleep. 8 Come el almuerzo! Se despierta Ok now try to match the pictures to the clocks. Do it and then You might read the bubbles and try to match it to the clock.

To read for specific information. To distinguish Individual the different daily routines.

R/W

Students book

check! Se va a dormir. Pupils answer Ts question. Before continuing with the following tasks, T asks what they have been doing. L Individual Activity 4: The activity at page 59 says read and match! What do you have to do? Yes! Very good! You have to read peoples daily routines and match it to the correct clock. Pupils read and answer Ts question. Leer y unir Then they decide which picturegoes to the correct the pictures. El numero 3 For example: Simon says I get up at 6 oclock whats the correct clock? Yes number three! Activity 5: Now the T hands out some photocopies with a chart. The chart has on top different clocks with a specific time and on the left side some activities such as get up, have lunch, etc. The chart also refers to To practice reading and to recognize the time and daily routines New: time: half past three, One oclock, Quarter to/past two Present simple:(first person) I get up at six oclock I go to school everyday Photocopy.

one of the characters of the previous activity (Simon) The boy has some bubble saying all the things he does every day. For example, I go to school at 8 oclock. Students must read the bubbles and tick the boxes where says the activity and the clock. Una tabla!! ok kids! What do you have here? Yes! A chart! And what else you can see? Leemos, Yes! A boy! marcamos It says read, tick and Y complete completamos. What do you have to do here? Yes! Ok do it and then check! Un nene!

6 M A K I N G

Pupils hide the card from their partners. Then, they make statements and their friends reply

The T hands out another copy with a similar chart where Ss might complete with the daily routines that they do. In the activity there is a sentences e.gI go to...... and a picture that

To use the Pair work exponent of function in a communicativ e way.

L/Sp

photocopy

New: time: half past three, One oclock, Quarter to/past two Present simple:(first person)

true or false. L A N G U A G E Y O U R O W N

Esta en blanco!

Porque tenemos que completar

Ssmight complete with the name of the picture. Then they have to write sentences with the information they might tick on the chart using all the vocabulary and content they have seen on the unit. After writing the Can you see sentences, they might something on the exchange information Chart? with the partner next to Why is it all white? him/her. They might use the expression what time do you.....? Ok kids! Here you have another chart but whats wrong with this? Yes! It all white! And what for? Yes very good! It says complete, write and ask to your partner. Under the chart what do you have to do? Yes! And it says ask. What is that? Yes! To who do you ask? To me? Ok! Let go! T monitors and provides

I get up at six oclock I go to school everyday

Escribir oracione

Preguntar! Al compaero!

guidance.