SEMESTER 1 – Unit 4 – Lesson 5 - Period 59 Lesson 5 – Skills Objectives: - Reading about daily routines Topic – Language target Resources and Teaching Aids Key Activities KEY LANGUAGE FOCUS: Reading- writing- speaking KEY VOCABULARY in the morning/ afternoon/ evening, go, cook, work, breakfast ,take, get dressed, start, see ADDITIONAL VOCABULARY school bag, lunch, cereal, milk, bus, coat, lunch box, bus, blue, bread, doctor SENTENCE PATTERN What times ..? He goes to school/ gets up at Resources CLASSBOOK p.34 Teaching Aids: CD track - 42 & 46 Introduction aWarm up: Sing the song “What do you do in the morning” from p32 of the class book, track 42. Development aAsk different children what they do every day. aAsk the children to open their books at p 34 and look at the pictures of Ruby and her mum’s day. Ask them to tell you what they do every day and which words they think they will read in the text e.g. school, work. Write their answers on the board. aRecording 46: Ask the children to listen to the track and read and then tell you which words on the board are in the text. a Recording 46: Play the track again and ask the children some questions e.g. What time does Ruby go to school? What time does Ruby’s mum start work? aIn pairs the children take it in turns to point to a picture and their partner tells them what Ruby and her mum do every day. aAsk the children to look at exercise 3. Ask them to point to where they see the phrase gets up in the text. Ask them What time does Ruby get up? Show them the answer for number 1 in exercise 3 and ask if it is correct? Ask them what it should be. The children continue exercise 3 individually. aAsk the children to check their answers with their partner. Consolidation aSpeaking: Memory game The children work in pairs A and B. A closes their book and B says 4 sentences from Ruby’s day. A says if they are true or false. Then they change and B closes their book and A says 5 sentences about Ruby’s mum’s day.
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