1 my day - witamy w macmillan polska · 35 • say now listen to the sentences and name the . daily...

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Structures and grammar What time do you …? / When do you …? I always / sometimes / never … at … I think … Recycled: Do you …? Yes, I do. / No, I don’t., I have / walk / go …, Let’s …, How many …? Vocabulary Core: wake up, get up, get dressed / undressed, have breakfast / lunch / dinner, go to school, go home, have break, do my / your homework, go to bed Other: … o’clock, half past …, morning, evening, millionaire, lucky, escape, believe Content / culture: baby(ies), teenager(s), adult(s), old person / people, hours, half, sleep, need, about, rest, energy, mood, pay attention, remember, concentrate, relax, healthy, daily routine, before, after, in time, in a hurry, cup of tea, have tea, million Recycled: wash, brush, teeth, face, have a shower, bath, work, play, see, mum, dad, friends, afternoon, garden, wet, phone, noise, dog, hide, children, magic emerald, good, bad, learn, listen to music / a story, play computer games, eat, drink, watch TV, numbers Main receptive language Just …, well, enough, think of new ideas Communicative competence Understanding Listening: Can understand the time (o’clock, half past) Can understand the episode of the story Can recognise personal daily routines Can recognise natural pronunciation in questions Can identify how many hours of sleep people need Reading: Can read questions and answers about daily routines Can read descriptions of daily routines Can read a short text about sleep Can read ideas to help you go to sleep Can read My Little Fact File of Sleep Speaking Spoken interaction: Can ask and respond to questions about times and daily routines Can ask and say how many hours you sleep Spoken production: Can describe your personal daily routine Can say what you always, sometimes and never do Can say what you do to go to sleep Can sing the song I wake up and get up in the morning Can act out the episode of the story Can say the grammar rap What time do you have breakfast? Can say a tongue twister with /s/ Writing Can write about daily routines Can write questions and answers about daily routines and times Can write sentences about what you always, sometimes and never do Can complete My Little Fact File of Sleep Can write a short text about personal daily routines, following a model Content links Social sciences: the role of sleep Learning strategies and thinking skills Formulating personal learning goals Making connections between the way different questions are formed Predicting Using rhythm and music to memorise language patterns Using prior knowledge Associating vocabulary with real-life experience Assessing own learning Intercultural learning Daily routines of children in Britain Pronunciation Tongue twister with /s/ Values and attitudes Enjoyment in talking about daily routines Interest and curiosity in other people’s daily routines Awareness of the importance of sleep Awareness of similarities and differences between daily routines of children in Britain and in your country 33 1 My day 33

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Structures and grammar Whattimedoyou…?/Whendoyou…?•Ialways/sometimes/never…•at …•Ithink…•Recycled:• Doyou…?Yes,Ido./No,Idon’t., Ihave/walk/go…,Let’s…,Howmany…?

VocabularyCore:• wakeup,getup,getdressed/undressed,havebreakfast/lunch/dinner,gotoschool,gohome,havebreak,domy/yourhomework,gotobedOther:• …o’clock,halfpast…,morning,evening,millionaire,lucky,escape,believeContent/culture:• baby(ies),teenager(s),adult(s),oldperson/people,hours,half,sleep,need,about,rest,energy,mood,payattention,remember,concentrate,relax,healthy,dailyroutine,before,after,intime,inahurry,cupoftea,havetea,millionRecycled:• wash,brush,teeth,face,haveashower,bath,work,play,see,mum,dad,friends,afternoon,garden,wet,phone,noise,dog,hide,children,magicemerald,good,bad,learn,listentomusic/astory,playcomputergames,eat,drink,watchTV,numbers

Main receptive languageJust…,well,enough,thinkofnewideas•

Communicative competence

Understanding

Listening:Canunderstandthetime• (o’clock,halfpast)Canunderstandtheepisodeofthestory•Canrecognisepersonaldailyroutines•Canrecognisenaturalpronunciationinquestions•Canidentifyhowmanyhoursofsleeppeopleneed•

Reading:Canreadquestionsandanswersaboutdaily•routinesCanreaddescriptionsofdailyroutines•Canreadashorttextaboutsleep•Canreadideastohelpyougotosleep•Canread• MyLittleFactFileofSleep

Speaking

Spoken interaction:Canaskandrespondtoquestionsabouttimesand•dailyroutinesCanaskandsayhowmanyhoursyousleep•

Spoken production:Candescribeyourpersonaldailyroutine•Cansaywhatyoualways,sometimesandneverdo•Cansaywhatyoudotogotosleep•Cansingthesong• IwakeupandgetupinthemorningCanactouttheepisodeofthestory•Cansaythegrammarrap• Whattimedoyouhavebreakfast?Cansayatonguetwisterwith• /s/

Writing

Canwriteaboutdailyroutines•Canwritequestionsandanswersaboutdaily•routinesandtimesCanwritesentencesaboutwhatyoualways,•sometimesandneverdoCancomplete• MyLittleFactFileofSleepCanwriteashorttextaboutpersonaldailyroutines,•followingamodel

Content linksSocialsciences:• theroleofsleep

Learning strategies and thinking skillsFormulatingpersonallearninggoals•Makingconnectionsbetweenthewaydifferent•questionsareformedPredicting•Usingrhythmandmusictomemoriselanguage•patternsUsingpriorknowledge•Associatingvocabularywithreal-lifeexperience•Assessingownlearning•

Intercultural learningDailyroutinesofchildreninBritain•

PronunciationTonguetwisterwith• /s/

Values and attitudesEnjoymentintalkingaboutdailyroutines•Interestandcuriosityinotherpeople’sdaily•routinesAwarenessoftheimportanceofsleep•Awarenessofsimilaritiesanddifferencesbetween•dailyroutinesofchildreninBritainandinyourcountry

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1 Myday

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Starting out

Greetings and opening routine

Greetthepupils.Say,e.g.• How are you?I’mfine,thankyou.Howareyou?

Say• Let’s sing the song Welcome back to Footprints!Playthesongwithlyrics(CD1track2–seeIntroduction,Lesson1)orthekaraokeversion(CD1track3)andthepupilssingthesong.

Revision activity

Askpersonalinformationquestionsasinthesong,•e.g.Where do you live? What’s your address / phone number? How old are you? What’s your favourite colour / animal?

Thepupilstaketurnstoaskandanswersimilar•questionsinopenpairs.

Setting objectives

Say• Today we’re going to name daily routines, sing a song and ask and say what you do in the morning, afternoon and evening.Elicitorremindthepupilsofthemeaningofmorning,afternoonandeveningifnecessary.

On the learning trail

Vocabulary presentation (books closed)

Askthepupils• What do you do every day?Giveanexampleofwhatyoumean,e.g.I wake up every day.Showthepupilsthecorrespondingflashcardandstickthisontheboard.

Listentothepupils’responses,holdupthe•correspondingflashcardforaphraseifthereisone,andstickitontheboard.Getthepupilstorepeatthewordsandphraseswithyouinchorus.

Encouragethepupilstotellyouanyadditional•thingstheydoeverydayusingotherfamiliarlanguage,e.g.Ibrushmyteeth/hair,Iwashmyface/hands,Ihaveashower.

Asktwopupilstothefrontoftheclass.Askthem•toarrangetheflashcardsinalogicalsequenceofwhenyoudothingseveryday.Bereadytobeflexibleaboutthis,e.g.havebreakispossiblebeforeandafterlunch.

Follow the footprints. (PB page 6) (books open)

Askthepupilstocomparetheorderofthe•flashcardsontheboardwiththepictures.

Say• Listen and follow the footprints. Use your fingeranddemonstratethis.

PlaytheCD(CD1track8).Thepupilslistenand•followthefootprintswiththeirfingers.Theystopbyeachpictureasthephraseissaidandrepeatthephrase.

CD 1

8 Follow the footprints: Part 1

wakeup…getup…getdressed…havebreakfast…gotoschool…havebreak…havelunch…gohome…doyourhomework…havedinner…getundressed…gotobed

Lesson1Vocabularypresentation

Aims:

Tonamedailyroutines•

Toaskandsaywhatyoudointhemorning,•afternoonandevening

Key language:

Doyou…?Yes,Ido./No,Idon’t.•

wakeup,getup,getdressed/undressed,have•breakfast/lunch/dinner,gotoschool,gohome,havebreak,domy/yourhomework, gotobed

dailyroutine•

inthemorning/afternoon/evening•

work,play,see,mum,dad,friends,anotherday•

Materials:

Pupil’sBookpage6•

ActivityBookpage4•

Flashcards:wakeup,getup,getdressed,have•breakfast,gotoschool,havebreak,havelunch,gohome,doyourhomework,havedinner,getundressed,gotobedWordcards:wakeup,getup,getdressed,have•breakfast,gotoschool,havebreak,havelunch,gohome,doyourhomework,havedinner,getundressed,gotobedCD1•

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1 Myday

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Say• Now listen to the sentences and name the daily routines.PlaytheCD(CD1track9)once.

Thepupilslistentothesentencesandnamethe•routinesinthepauses.Usethepausebuttonifnecessarytogivethepupilsmoretimetodothis.Theylistentoeachanswertocheckitiscorrectbeforeproceedingwiththenextsentence.

CD 1

9 Part 2: Listen and name the daily routines.

1 Youtakeoffyourclothes!…(getundressed)2 Youputonclothes!…(getdressed)3 Youleaveschool!…(gohome)4 Youdoworkforschool!…(dohomework)5 Youstoplessonstoplaywithyourfriends!…(havebreak)

6 Youhaveamealintheevening!…(havedinner)

7 Youdothisbeforeyougetup!…(wakeup)8 Youhaveamealatmidday!…(havelunch)

Dividetheclassintopairs.Giveeachpaironeof•thewordcards.

Askthepairstotaketurnstocometothefront•andtosticktheirwordcardbythecorrespondingflashcardontheboard.AsktherestoftheclassIs this right?astheydothis.

Pointtothewordcardsinturnandgetthepupils•toreadthemwithyou,firstinchorusandthenindividually.

Taketheflashcardsandwordcardsofftheboard.•

Listen and sing the song. (PB page 6)

Say• Let’s listen to the song. Why is the singer happy?PlaytheCDonce(CD1track10).Thepupilslistenandfollowintheirbooks.

Askthequestionagainandchecktheanswer• (It’sanotherday).Bereadytoclarifythemeaningofanotherifnecessary.

Say• Let’s listen again and sing the song.PlaytheCD.Thepupilsfollowintheirbooksandjoininsinging.

Ask• What does the singer do every day? What does she say?Asindividualsrespond,e.g.Iwakeup/Igetup,etc.,encouragethepupilstocountthedailyroutinesinthesongandtellyou,attheend,howmanythereare(seventeen).

Asksixpupilstocometothefrontoftheclass.•Givethemtwoflashcardseachandgetthemtostandintheorderofthesong.

PlaytheCDagain.Thepupilsatthefronthold•uptheflashcardsastheyheartheirroutinesinthesong,andtherestoftheclasssings.

CD 1

10 I wake up and get up in the morning

IwakeupandgetupinthemorningIgetdressedandhavebreakfasthey,hey,heyIgotoschoolandIseemyfriendsI’mhappyit’sanotherday!

IworkandhavebreakinthemorningIplayandhavelunchhey,hey,heyIgohomeandIseemymumanddadI’mhappyit’sanotherday!

IdomyhomeworkintheeveningIwatchTVandhavedinnerhey,hey,heyIgetundressedandIgotobedIt’stheendofanotherday!

Ask and say. (PB page 6)

Askthepupilsquestionsaboutwhattheydointhe•morning,afternoonandevening,e.g.Do you have breakfast in the morning? / Do you watch TV in the afternoon? / Do you do your homework in the evening?andthepupilsrespondYes,IdoorNo,Idon’t.

Askindividualpupilstoaskyouquestionsinthe•sameway.Ifnecessary,getthepupilstopractiseaskingquestionsinchorusfirst.

Dividetheclassintopairs.Thepupilstaketurnsto•askeachotherthreequestions.

Look and write. (AB page 4)

Readthewordsatthetopoftheactivitywhilethe•pupilsfollowintheirbooks.

Askthepupilstolookatthepicturesandwritethe•phrases.Drawtheirattentiontotheexample.

Thepupilsworkindividuallyandwritethe•phrases.

Checktheanswersbyaskingindividualpupilsto•saythephrasewhichcorrespondstooneofthepictures.

Key: 1gotoschool 2getdressed 3getup 4havebreak 5havelunch 6gohome 7doyourhomework 8gotobed.

Read and write Yes, I do or No, I don’t. (AB page 4)

Readthequestionsandthepupilsrespond• Yes,IdoorNo,Idon’t,dependingonwhatistrueforthem.

Say• Now write answers that are true for you.Thepupilsworkindividuallyandwriteanswers.

Thepupilstaketurnstoreadandansweroneof•thequestions.

Key: 1Yes,Ido. 2No,Idon’t. 3No,Idon’t.4Yes,Ido. 5No,Idon’t. 6Yes,IdoorNo,Idon’t.

Write sentences about you. (AB page 4)

Giveexamplesofthingsyoudointhemorning,•afternoonandevening,e.g.I get up in the morning. / I go home in the afternoon. / I have dinner in the evening.

Askindividualpupilstosaysentencesaboutwhat•theydointhemorning,afternoonandevening,basedonthepictures.

Askthepupilstowritethesentencesaboutwhat•theydointhemorningandevening.Drawtheirattentiontotheexample.

Checktheanswersbyaskingindividualpupilsto•taketurnstosayoneofthesentences.

Key: Morning:Iwakeup.Igetdressed.Ihavebreakfast.Igotoschool. Evening:Idomyhomework.IwatchTV.Ihavedinner.Igotobed.

Ending the lesson

Lesson review

Brieflyaskthepupilswhattheycandoasaresult•ofthelesson(namedailyroutines,singthesongIwakeupandgetupinthemorning,askandsaywhattheydointhemorning,afternoonandevening).Praisethepupilsfortheirefforts.

Goodbye and closing routine

Askthepupilstoputawaytheirbooksandsay•goodbye.Say,e.g.Goodbye everyone. See you on …Encouragethepupilstorespondinthesameway.

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Inturn,thepupilsnametheroutineorreadthe•cardtheyhavegotbeforesittingdownagain.

Setting objectives

Say• Today we’re going to listen to and act out episode 1 of the story.

On the learning trail

Listen and act out the story. Episode 1: ‘At Davina’s house’ (PB page 7)

Before the story (books closed)

Recapontheintroductoryepisodeofthestory.•Encouragethepupilstotellyouasmuchofthestoryaspossible(Sam, Jack and Emily go to an exhibition of treasure from an old pirate ship. They see the magic emerald. It’s beautiful. Davina Danger and Freddie Fish are at the exhibition. They’ve got a plan. Suddenly the lights go out. The lights go on again. The magic emerald isn’t there. Davina and Freddie have got the magic emerald. They run away. Rusty barks and bites Davina’s bag and her name and address card falls on the floor).

Starting out

Greetings and opening routine

Greetthepupils.Say,e.g.• How are you?I’mfine,thankyou.Howareyou?

Say• Let’s sing I wake up and get up in the morning.Playthesongwithlyrics(CD1,track10–seeLesson1)orthekaraokeversion(CD1track11)andthepupilssingthesong.

Revision activity

GiveouttheflashcardsandwordcardsforUnit1•randomlytoindividualpupils.

Askonepupiltostandup,holduptheircardand•nametheroutineorreadthecard(dependingonwhethertheyhaveaflashcardorwordcard).Thepupilwhohasthecorrespondingwordorflashcardrespondsbyjumpingup,holdinguptheircardanddoingthesame.

Repeatuntilalltheflashcardsandwordcardshave•beenmatchedandeveryoneisstandingup.

Lesson2Languageinputandstory

1 Myday

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Aim:

Tounderstandandactoutepisode1ofthestory•

Key language:

Whattimedoyou…?•

Ialways…at…o’clock.•

Let’s…•

Do you …?•

wakeup,getup,getdressed/undressed,have•breakfast/lunch/dinner,gotoschool,gohome,havebreak,doyourhomework,gotobed

millionaire,magicemerald,meet,garden,wet,•phone,noise,dog,children,hide,lucky,escape

Materials:

Pupil’sBookpage7•

ActivityBookpage5•

Flashcards:asforLesson1•

Wordcards:asforLesson1•

CD1•

Writethefollowingquestionsontheboardand•asktheminturn.Usemimeandgesturetoclarifymeaning,andencouragethepupilstopredicttheanswers:1) What do Sam, Jack and Emily decide to do? 2) Who phones Davina? 3) Who gets wet? Elicitorremindthepupilsofthemeaningofwet.

During the story (books open)

Say• Now listen to the story and find out.

PlaytheCD(CD1track12)andthepupilsfollow•intheirbooks.

Askthequestionsontheboardinturnagain•andchecktheanswers(1gotoDavina’shouse 2Freddie 3Davina).

Say• Listen again and repeat the story.PlaytheCDagain.Pauseaftereachsentenceandthepupilsrepeatthestory.

CD 1

12 Episode 1: At Davina’s house

Picture 1

Narrator: Sam,JackandEmilyhavebreakfast.TheyreadDavina’scardanddecidewhattodo.

Sam: DoyouwanttogotoDavina’shouse?Jack: Yes,Ido!Emily: SodoI!Comeon!Let’sfindthemagic

emerald!Rusty: Woof.

Picture 2

Narrator: Sam,JackandEmilygotoDavina’shouse.

Emily: Look!There’sDavina!Davina: Well,Suki.FreddieandIhavegotthe

magicemerald.We’remillionairesnow!

Picture 3

Narrator: Suddenlythephonerings.Davina: Hello,Freddie.Weneedtotalk

urgently.Let’smeet.

Picture 4

Freddie: Whattimedoyouhavelunch?Davina: Ialwayshavelunchat…Rusty: Woof!Davina: …o’clockFreddie: Fine.Let’smeetat…

Rusty: Woof!Davina: …o’clockthen.Bye.

Picture 5

Rusty: Woof,woof!Davina: What’sthatnoise?Aha,Iknow.It’s

thatdogandthosechildren!Comeon,Suki.Let’sfindthem!

Picture 6

Jack: Oh,no!Here’sDavina!Emily: Quick!Hide!Sam: Bequiet,Rusty,please!

Picture 7

Jack: LookatDavina!She’swet!Emily: Phew!Aluckyescape!Sam: Yes!ButwhattimeisDavinameeting

Freddieforlunch?Narrator: CounttheflowersinDavina’sgarden

tofindtheanswer!

After the story

Askquestionsabouteachpictureasfollows:•1) What do Sam, Jack and Emily decide to do?(gotoDavina’shouse)What do they want to find?(themagicemerald)2) Who is Davina talking to?(hercat,Suki)Is she happy?(yes)Why?(SheandFreddiehavegotthemagicemerald.)Are they millionaires?(Yes,theyare.)3) Who phones Davina?(Freddie)What do they need to do?(talk)What does Davina suggest? Let’s…(meet).4) What does Freddie ask Davina? What time(tapyourwatchtoconveymeaning) do you …(havelunch?)What’s Davina’s answer?(Wedon’tknow.)Why not? Rusty(barks).What time(tapyourwatchagain)do they agree to meet?(Wedon’tknow.)Why not? Rusty(barks).5) Does Davina recognise Rusty?(yes)What does Davina decide to do?(findRustyandthechildren)6) What do Sam, Jack, Emily and Rusty do?(hide;bequiet)7) Does Davina find them?(no)What happens? Davina gets(wet).It’s a lucky escape!

Do the Footprints adventure puzzle.

ReadtheFootprintsadventurepuzzleclue.•ExplaintothepupilsthattheyhavetocounttheflowersinDavina’sgardeninordertofindoutwhattimeDavinaandFreddieareplanningtomeet.

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Say• Can you remember the adventure puzzle clue? How many flowers are in Davina’s garden? Circle the correct clock and write the time in the dialogue.

Thepupilsworkindividuallyandcompletethe•dialogue.

Checktheanswerbyaskingtwopupilstoactout•thedialogue.

Thepupilssaythedialogueinpairs.•

Key: twelveo’clock

Ending the lesson

Lesson review

Brieflyaskthepupilswhattheycandoasaresult•ofthelesson(understandandactout‘AtDavina’shouse’).Praisethepupilsfortheirefforts.

Goodbye and closing routine

Askthepupilstoputawaytheirbooksandsay•goodbye.Say,e.g.Goodbye everyone. See you on …Encouragethepupilstorespondinthesameway.

Dividetheclassintopairs.Thepupilsworkwith•theirpartnerandcounttheflowersinthestorytofindoutthetime.

Checktheanswer• (twelveo’clock).Drawasimpleclockontheboardtoshowthetime.

Act out the story.

Dividetheclassintosixgroups(orsevenwith•Rusty)andassignroles:Narrator,Sam,Jack,Emily,Davina,Freddie(orRusty).

Readthestoryonpage7ofthePupil’sBook.•ThenfollowtheremainingstepsforActoutthestoryonpage30oftheTeacher’sBook.

option: Thepupilscanactouttheirpartseitherwithorwithouttheirbooks,dependingonhowconfidentandfamiliartheyarewiththisepisode.

Read and circle. (AB page 5)

Say• Read the sentences and circle True or False.Drawthepupils’attentiontotheexample.

Thepupilsworkindividually,readthesentences•andcirclethewords.

Checktheanswersbyaskingindividualpupilsto•taketurnstoreadoneofthesentencesandsayifitistrueorfalse.

Key: 1True 2False 3True 4False 5True 6False

Read and write the story summary. (AB page 5)

Readthewordsatthetopoftheactivityandthe•pupilsfollowintheirbooks.

Readthestorysummaryandthepupilssupplythe•missingwords.

Say• Now read and write the missing words.Drawthepupils’attentiontotheexample.

Thepupilsworkindividuallyandwritethe•missingwords.

Checktheanswersbyaskingindividualpupilsto•readoneofthesentencesfromthesummary.

Key: 1breakfast 2house 3millionaires 4lunch5garden 6wet

Circle, write and say.

Say• Look at the clocksandreadthetimeoneachone.

Starting out

Greetings and opening routine

Greetthepupils.Say,e.g.• How are you?I’mfine,thankyou.Howareyou?

Say• Let’s sing I wake up and get up in the morning!Playthesongwithlyrics(CD1track10–seeLesson1)orthekaraokeversion(CD1track11)andthepupilssingthesong.

Revision activity

Ask• Can you remember what happens in the story?Listentothepupils’response.Encouragethemtotellyouasmuchastheycanbeforeaskingthemtoopentheirbooks.

AskthepupilstoopentheirPupil’sBooksatpage•7.Brieflyreconstructthestory,gettingthepupilstosupplykeywords.Say,e.g.Sam, Jack and Emily have …(breakfast)and go to Davina’s …(house).Davina is talking to her …(cat,Suki).Davina says she and Freddie have got the

… (magicemerald).They’re …(millionaires).Freddie phones Davina. They need to …(talk)urgently. Freddie and Davina arrange to meet but Rusty barks(demonstratemeaning).Davina hears a …(noise)and goes to look for …(Rusty)and the …(children)in the …(garden).Sam, Jack and Emily …(hide).Sam tells Rusty to be …(quiet).But suddenly the water comes on and Davina gets very …(wet).It’s a lucky escape!

PlaytheCD(CD1track12–seeLesson2).The•pupilslistenandfollowthestoryintheirbooks.

Setting objectives

Say• Today we’re going to practise asking and answering questions about our daily routines.

On the learning trail

Look and say. (PB page 8)

Say• Look at the clocksandreadthetimebeloweachone.

Drawthepupils’attentiontothedifference•between…o’clockandhalfpast…

Askthepupilstosaythetimeoneachclockin•chorus.

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1 Myday

Aims:

Toidentifytimes• (o’clock,halfpast)

Toaskandrespondtoquestionsaboutdaily•routinesandtimesTosaysentencesusing• always,sometimesandneverinagrammarrap

Key language:

Whattime/When…?•

At…o’clock/Athalfpast…•

Ialways/sometimes/never…•

wakeup,getup,getdressed/undressed,have•breakfast/lunch/dinner,gotoschool,gohome,havebreak,domy/yourhomework, gotobed

Materials:

Pupil’sBookpages7and8•

ActivityBookpage6•

Flashcards:asforLesson1•

CD1•

Lesson3Communicationandgrammar

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Repeat,askingindividualpupilstosaythetimes.•

Drawseveralmoreclocksontheboardshowing•differenttimes(onthehourandhalfpastthehouronly).Thepupilssaythetimes.

Listen and say the grammar rap. (PB page 8)

Explainthatineveryunitthereisagrammarrap•tohelpthepupilslearnandrememberthekeylanguage.

Ask• What are the questions in the rap? How many different times can you hear in the rap? What are they?PlaytheCDonce(CD1track13).Thepupilslistenandfollowintheirbooks.

Askthequestionsagainandchecktheanswers•(Whattimedoyouhavebreakfast/lunch/dinner?Therearefivedifferenttimes:halfpasteight,halfpasttwelve,oneo’clock,seveno’clock,halfpastsix).

PlaytheCDagain.Thepupilslistenandsaythe•rap.

Usethesentencesintheraptoelicitorexplainthe•differencebetweenalways(everyday),sometimes(e.g.twoorthreedaysaweek)andnever(notatall).

Dividetheclassintotwogroups.Assignquestions•oranswersintheraptoeachgroup.PlaytheCDagain.Thepupilssaytheirpartoftherapwiththeirgroup.Changerolesandrepeat.

CD 1

13 What time do you have breakfast?

Whattimedoyouhavebreakfast?Athalfpasteight.Ialwayshavebreakfastathalfpasteight.

Whattimedoyouhavelunch?Athalfpasttwelve.ButIsometimeshavelunchatoneo’clock.

Whendoyouhavedinner?Atseveno’clock.AndIneverhavedinnerathalfpastsix.

Ask and say. (PB page 8)

Sticktheflashcardsontheboard.Askquestionsas•intheexample,andusingtheflashcards.

Getthepupilstoaskyouquestionsinchorususing•theflashcardsaspromptsinthesameway.

Askthepupilstoaskandanswersimilarquestions•inopenpairs,usingtheflashcardsasprompts.

Dividetheclassintopairs.Thepupilstaketurns•tolookattheflashcardsontheboardandaskandanswerquestionswiththeirpartner.

Grammar Footprints: Look and learn. (PB page 8)

HoldupthePupil’sBookandpointtothetable.•ExplaintothepupilsthatineveryunitthereisaGrammarFootprintstabletohelpthemlearnandrememberkeylanguagepatterns.

Readthe• GrammarFootprintstable.Drawthepupils’attentiontothefactthatwecansayWhat time…?orWhen…?toaskaboutdailyroutines.Elicitorremindthemofthedifferencebetweenalways,sometimesandnever(whichtheywillpractiseinthenextlesson).

option: Ifappropriate,askthepupilstolearnthepatternsinthetableforhomework,oncetheyhavecompletedLesson4.

Look and write the times. (AB page 6)

Askthepupilstosaythetimeoneachclock.•

Say• Now write the times.Drawthepupils’attentiontotheexamples.

Thepupilsworkindividuallyandwritethetimes.•

Checktheanswersbyaskingindividualpupilsto•saythetimeononeoftheclocks.

Key: 1seveno’clock 2halfpastnine 3eighto’clock4halfpastten 5twelveo’clock 6halfpastthree

Look, write and say the grammar rap. (AB page 6)

Explaintothepupilsthatyouwantthemtolook•atthepicturepromptsandtimesandwriteagrammarrapliketheoneinthePupil’sBook.Drawtheirattentiontotheexample.

Thepupilsworkindividuallyandwritetherap.•

Checktheanswersbyaskingindividualpupilsto•taketurnstoaskandansweroneofthequestionsintherap.

Dividetheclassintopairs.Thepupilspractise•sayingtherapwiththeirpartner.

Askoneortwopairstosaytheraptotherestof•theclass.

Key: getup?;seveno’clock;getupatseveno’clock;doyougotoschool;eighto’clock;gotoschoolathalfpasteight;doyougotobed;nineo’clock;gotobedathalfpasttwelve

Write questions and answers. (AB page 6)

Askindividualpupilstoaskoneofthequestions•andgiveatrueanswer.

Say• Now write the questions and answers.Makesurethepupilsunderstandthattheyshouldwriteanswerswhicharetrueforthem.

Thepupilsworkindividuallyandwritethe•questionsandanswers.

Checktheanswersbyaskingindividualpupilsto•taketurnstoaskandansweroneofthequestions.

Dividetheclassintopairs.Thepupilstaketurnsto•askandanswerthequestionswiththeirpartner.

Key: Pupils’ownanswers.

Ending the lesson

Lesson review

Brieflyaskthepupilswhattheycandoasaresult•ofthelesson(identifytimes,e.g.onthehourandhalfpastthehour,askandanswerquestionsabouttheirdailyroutines).Praisethepupilsfortheirefforts.

Goodbye and closing routine

Askthepupilstoputawaytheirbooksandsay•goodbye.Say,e.g.Goodbye everyone. See you on …Encouragethepupilstorespondinthesameway.

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Starting out

Greetings and opening routine

Greetthepupils.Say,e.g.• How are you?I’mfine,thankyou.Howareyou?

Say• Let’s say the grammar rap What time do you have breakfast?Playtherapwithlyrics(CD1track13–seeLesson3)orthekaraokeversion(CD1track14)andthepupilssaytherap.

Revision activity

Giveouttheflashcardsand/orwordcards(oneto•eachchild).

Askthepupilstotaketurnstoaskthepersonnext•tothemaquestionbasedonthecardthey’vegot,

e.g.Whattimedoyouhavedinner?,listentotheanswer,e.g.Ateighto’clockandthenexchangecards.

Demonstratethatthepupilsshouldrepeatthe•procedureandaskanotherpupilnearthemaquestionusingthenewwordcardorflashcardtheyhavegot.

Thepupilstaketurnstoaskandanswerquestions•andexchangethewordcardsandflashcardswiththepupilssittingnearthem.Stoptheactivityafterthepupilshavehadbetweenthreetofiveturnseach.

Setting objectives

Say• Today we’re going to listen and identify daily routines and times and practise saying things we always, sometimes and never do. We’re also going to practise pronunciation.

On the learning trail

Listen, look and repeat. (PB page 9)

Drawthepupils’attentiontothekeyatthetopof•theactivity.

Elicitorremindthepupilsofthedifferencein•meaningbetweenalways,sometimesandnever.Giveafewexamplestoclarifythisbysayingsentencesaboutyourself,e.g. I always have breakfast at half past seven.

AskthepupilstopredictwhatDavinasays•(Ialwayshavelunchat12o’clock).Askthemtousethecolourcodeandtopredictwhattheothercharacterssay.Listentotheirsuggestions.Ask,e.g.What does Freddie say in number 2?(Isometimeshavebreakfastathalfpastnine.)

Say• Let’s listen and check if you’re right.PlaytheCDonce(CD1track15).Attheend,comparewhatthecharacterssaywiththepupils’predictionsinthepreviousstage.

Say• Now listen again and repeat what the characters say.PlaytheCDagain.Thistime,usethepausebuttonandthepupilsrepeatthesentencesinchorus.

Ask,e.g.• What does Jack say in number 3?andthepupilssaythesentencesfollowingthecolourcode.

Lesson4Communication,grammarandpronunciation

1 Myday

43

Aims:

Tolistenandidentifytimesanddailyroutines•

Tosaysentencesaboutwhatyoualways,•sometimesandneverdoTosayatonguetwister•

Key language:

Ialways/sometimes/never…•

at…o’clock•

athalfpast…•

Ibelieve/don’tbelieveyou!•

wakeup,getup,getdressed/undressed,have•breakfast/lunch/dinner,gotoschool,gohome,havebreak,domy/yourhomework,gotobed

dailyroutine•

cycle,Saturday,sister•

Materials:

Pupil’sBookpage9•

ActivityBookpage7•

Flashcards:asforLesson1•

Wordcards:asforLesson1•

CD1•

CD 1

15 Listen, look and repeat.

1 Davina: Ialwayshavelunchattwelveo’clock.

2 Freddie: Isometimeshavebreakfastathalfpastnine.

3 Jack: Inevergotoschoolateleveno’clock.

4 Emily: Isometimesdomyhomeworkathalfpastfive.

5 Sam: Inevergotobedateighto’clock.6 Davina: Ialwayswakeupathalfpastfive.7 Freddie: IsometimeswatchTVathalfpast

ten.8 Emily: Ialwaysgohomeatfouro’clock.9 Sam: Ineverhavedinnerathalfpast

eight.

Play a game. (PB page 9)

Explainthatthenameofthegameis• Idon’tbelieveyou!andelicitorexplainthemeaningofbelieve.

Askthepupilstothinkofthreesentences:one•tosaywhattheyalwaysdo,onetosaywhattheysometimesdo,andonetosaywhattheyneverdo.Explainthattwoofthesentencesshouldbetrueandoneofthesentencesshouldbefalse.

Explainthattheaimofthegameisforthepupils•totaketurnswithapartnertosaytheirsentencesandtoguesswhichoftheirpartner’ssentencesisfalse.Iftheythinkasentenceistrue,theysayI believeyou!andiftheythinkasentenceisfalse,theysayIdon’tbelieveyou!

Demonstratethegamebythinkingofthree•sentencesyourself,e.g.I always get up at seven o’clock. / I sometimes go home at six o’clock. / I never go to bed at twelve o’clock.SaythesentencestotheclassinturnandencouragethemtorespondIbelieveyou!orIdon’tbelieveyou!toeachone.AssoonasapupilrespondsIdon’tbelieveyou!tothesentencethatisfalse,invitethemtothefronttohavethenextturn.

Repeatthegameseveraltimeswiththewhole•class.

Dividetheclassintopairs.Thepupilstaketurnsto•playwiththeirpartnerinthesameway.

Pronunciation gem: Listen and say. (PB page 9)

Explainthata• gemisavaluable,preciousstonelikethemagicemeraldinthestory.Explainthatthereisa‘Pronunicationgem’inLesson4ofeveryunitwhichisvaluableinanotherway–byhelpingthepupilslearntopronounceEnglishclearlyandcorrectly.

Writetheletter• ‘s’ontheboardandmakethesound/s/asinsix,sevenandschool.

Readthetonguetwisterslowlywhilethepupils•followintheirbooks.Usethepicturetoclarifythemeaningofcycleandexplainthatwealsopronouncethiswordwiththeinitialsound/s/.

Say• Listen and say the tongue twister.PlaytheCD(CD1track16).

Askpairsofpupilstosaythetonguetwister.•

Thepupilspractisesayingthetonguetwisterwith•apartner.Ifyoulike,askthemtotimeeachotherandseehowmanytimestheycansaythetonguetwisterinaminute.Attheend,askafewpairstoreportback.

CD 1

16 Pronunciation gem: Listen and say.

IsometimescycletoschoolwithmysisteronSaturday.

44

45

Checktheanswerbyaskingthepupilstosaythe•tonguetwister.

Thepupilspractisesayingthetonguetwisterin•pairs.

Key: IsometimescycletoschoolwithmysisteronSaturday.

Ending the lesson

Lesson review

Brieflyaskthepupilswhattheycandoasaresult•ofthelesson(listenandidentifytimesanddailyroutines,saywhattheyalways,sometimesandneverdo,sayatonguetwister).Praisethepupilsfortheirefforts.

Goodbye and closing routine

Askthepupilstoputawaytheirbooksandsay•goodbye.Say,e.g.Goodbye everyone. See you on …Encouragethepupilstorespondinthesameway.

IsometimescycletoschoolwithmysisteronSaturday.IsometimescycletoschoolwithmysisteronSaturday.

Listen, colour and write. (AB page 7)

Drawthepupils’attentiontothekeyatthetopof•theactivity.SayListen to what the characters say and colour the clocks.

PlaytheCD(CD1track17).Pause,ifnecessary,•togivethepupilstimetocolourtheclocks.

Say• Now write what the characters say.Drawthepupils’attentiontotheexample.Thepupilsworkindividuallyandwritewhatthecharacterssay.

Checktheanswersbyaskingindividualpupilsto•readoneofthesentences.

Key: Theclocksshouldbecolouredasfollows:1green 2orange 3red 4orange 5red 6green

CD 1

17 Listen, colour and write.

1 Ialwaysgetupatseveno’clock.2 Isometimeshavelunchathalfpastone.3 Inevergohomeatthreeo’clock.4 IsometimeswatchTVathalfpastseven.5 Ineverwakeupattwelveo’clock.6 Ialwayshavedinnerathalfpastnine.

Write true and false sentences about you. (AB page 7)

Readtheexamplesentences.Askindividualpupils•tosaytrueandfalsesentencesaboutthemselves,asinthegameinthePupil’sBook.

Thepupilsworkindividuallyandwritetwotrue•andtwofalsesentencesaboutthemselves.

Whentheyareready,askindividualpupilstotake•turnstoreadoneoftheirsentences,andtherestoftheclasslistensandguesseswhetherthesentenceistrue(Ibelieveyou!)orfalse(Idon’tbelieveyou!).

Key: Pupils’ownanswers.

Pronunciation gem: Order, write and say. (AB page 7)

Askthepupilstoorderandwritethewordsto•makethesentenceinthetonguetwister.

Starting out

Greetings and opening routine

Greetthepupils.Say,e.g.• How are you?I’mfine,thankyou.Howareyou?

Say• Let’s say the grammar rap What time do you have breakfast?Playtherapwithlyrics(CD1track13–seeLesson3)orthekaraokeversion(CD1track14)andthepupilssaytherap.

Revision activity

Sayatruesentenceaboutyourdailyroutine,e.g.•I always wake up at seven o’clock.Explainanddemonstratethatifthesentenceistrueforapupil,

theyshouldsayMe,too!andthensayanothertruesentenceabouttheirdailyroutine,e.g.Isometimeshavebreakfastatnineo’clock.

Thepupilstaketurnstosaysentencesand•respondinthesamewayforseveralturns.Usetheflashcardsand/orwordcardsaspromptsforthepupils’sentences,ifnecessary.

Setting objectives

Explainthatineveryunitthepupilsaregoing•tolearnaboutdifferentsubjectsthroughEnglishusingtheFootprintsfactfile.Checkthepupilsunderstandthemeaningoffactandfileandexplainifnecessary.

Say• Today we’re going to read about sleep in the Footprints fact file.Usemimetoclarifythemeaningofsleep.SayWe’re also going to talk about how many hours we sleep.ElicitorremindthepupilsofthemeaningofhoursandusefingerstosuggestHowmany…?

On the learning trail

Read, listen and answer. (PB page 10)

(Booksclosed)Ask• Does everybody need sleep?Listentothepupils’responseandthenaskinturn,

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1 Myday

Lesson5Contentandpersonalisation

Aims:

Toreadandunderstandwhyweneedsleep•

Tolistenandidentifyhowmanyhoursofsleep•differentpeopleneedToaskandsayhowmanyhoursyousleep•

Key language:

Whattime/Whendoyou…?•

Howmany…?•

fact,file•

Ithink…needs…•

gotobed,wakeup•

…o’clock,halfpast…•

baby,child,teenager,adult,oldperson,hours,•half,sleep,rest,grow,stayhealthy,remember,learn,payattention,concentrate,energy,mood,tired,feel

about•

numbers•

Materials:

Pupil’sBookpage10•

ActivityBookpage8•

Flashcards:asforLesson1•

Wordcards:asforLesson1•

CD1•

47

e.g.Do babies / children / teenagers / adults / old people need sleep?Elicitorusemimetoremindthepupilsofthemeaningofeachwordasyoudothis.

Readthequestion• Why do we need sleep?Giveanexampleanswer,e.g.Sleep helps you grow.Listentothepupils’suggestionsandusethisasanopportunitytointroduceorremindthemofvocabularyinthetext,e.g.rest,remember,payattention,learn,stayhealthy,concentrate.

AskthepupilstoopentheirPupil’sBooksatpage•10.ReadthetextorplaytheCD(CD1track18).

Askthethreecomprehensionquestionsinturn.•Usethepupils’answerstocheckunderstandingandclarifymeaningasnecessary,e.g.Who needs sleep?(babies,children,etc.)What does sleep help you do?(payattention,rememberwhatyoulearn,thinkofnewideas,grow,stayhealthy)When is it difficult to play sport?(whenyouaretired).

Askadditionalquestionsasappropriate,e.g.• How do you feel when you have enough sleep?(inagoodmood)How do you feel when you don’t have enough sleep?(tired,inabadmood).Usemimetoclarifythemeaningofgoodandbadmoodandcheckunderstanding.

Askfurtherquestionstoencourageapersonal•responsetothetext,e.g.Does sleep give you energy, do you think? Is it difficult for you to concentrate when you’re tired?andlistentothepupils’responses.

CD 1

18 Read, listen and answer.

SleepEverybodyneedssleep–babies,children,teenagers,adultsandoldpeople.Whenyousleep,yourest.Sleepgivesyouenergyforthenextday.Sleephelpsyoupayattention,rememberwhatyoulearnandthinkofnewideas.Sleepalsohelpsyougrowandstayhealthy.Whenyouhaveenoughsleep,youfeelinagoodmood.Whenyoudon’thaveenoughsleep,youfeeltiredandinabadmood.Itisdifficulttoconcentrateorplaysportwhenyouaretired.

Guess, listen and say. (PB page 10)

Say• Look at the photosandask,e.g.How many hours of sleep does a baby need every day, do you think? Eight? Ten? Twelve? Fifteen? Twenty?Encouragethepupilstopredicttheanswer,e.g.(Ithink)ababyneeds(about)ten

hoursofsleep./Me,too!/No,Ithinkitneeds(about)twelvehours.Usethepupils’answerstointroducethewordabouttoexpressthatanumberisapproximate.Listentothepupils’suggestionsandnotethemostpopularanswerontheboard.

Repeattheprocedure,askingaboutachild,a•teenager,anadultandanoldpersoninturnandnotingthemostpopularanswerforeachoneontheboardinthesameway.

Say• Now listen and find out if you’re right!PlaytheCD(CD1track19).

Checktheanswersbyasking,e.g.• How many hours of sleep does a baby need?andthepupilsrespond.Makethepointthateverybodyvariesinthenumberofhoursofsleeptheyneedandthattheseanswersmaynotapplytoeveryone.Forexample,somepupilswhoareeightyearsoldneedtwelvehoursofsleepandsomeadultsonlyneedfiveorsixhoursofsleep.

PlaytheCDagainasafinalcheck.•

Key: 1:15; 2:10; 3:9; 4:8; 5:7

CD 1

19 Guess, listen and say.

Howmanyhoursofsleepadaydotheyneed?1 Howmanyhoursofsleepdoesababyneed? Ababyneedsalotofsleep.Infactbabiesneedabout15hoursofsleepaday.

2 Whataboutachild? Achildneedsalotofsleeptoo.Childrenwhoareeightyearsoldneedabouttenhoursofsleepaday.

3 Andateenager? Ateenagerneedslesssleep.Teenagersneedaboutninehoursofsleepaday.

4 Howmanyhoursofsleepdoesanadultneed?Anadultneedsabouteighthoursofsleepaday.

5 Andanoldpersonneedsaboutsevenhoursofsleepaday.

Ask and say. (PB page 10)

Askonepupil• What time do you go to bed? and When do you wake up?Listentotheanswersandgetthewholeclasstoworkoutwithyouhowmanyhoursthepupilsleeps.Introducehalfintheanswerifappropriate.

Askthepupilstoindividuallynotedownthetime•theygotobedandthetimetheywakeup,andtoworkouthowmanyhourstheysleep.Monitorandbereadytohelpwiththisifnecessary.

48

Whentheyareready,askindividualpupils• What time do you go to bed? When do you wake up? How many hours do you sleep?andthepupilsrespond.

Getindividualpupilstotaketurnstoaskeach•otherinthesameway.

Dividetheclassintopairs.Thepupilstaketurnsto•askandanswerthequestionswiththeirpartner.

Attheend,askafewpairstoreportbacktothe•class,e.g.Isleeptenhours./AndIsleepnineandahalfhours.

Read and match. (AB page 8)

Readthefirstpartofeachsentenceandthepupils•identifythesecondpart.

Say• Now read and match to make sentences.Drawtheirattentiontotheexample.

Thepupilsworkindividuallyandmatchthetwo•partsofeachsentence.

Checktheanswersbyaskingthepupilstotake•turnstoreadoneofthesentences.

Key: 1e 2d 3f 4b 5c 6a

Look and write. (AB page 8)

Ask,e.g.• How many hours of sleep do babies need?andlistentothepupils’replies.

Say• Now complete the sentences.Drawtheirattentiontotheexample.

Thepupilsworkindividuallyandcompletethe•sentences.

Checktheanswersbyaskingindividualpupilsto•taketurnstoreadoneofthesentences.

Askthepupilswhattheynoticeabouttheanswers.•Usetheirresponsetopointoutthataswegrowupandchangeintoadults,wegenerallyneedlesssleep.

Key: 1fifteen 2ten 3nine 4eight 5seven

Ask, write and say. (AB page 8)

Readthequestionsanddrawasimilargridonthe•board.

Demonstratewritinganswersinthefirstrowof•thegridforyourself.Referbacktoactivity14inthePupil’sBookasyoudothis.

Askthepupilstowriteanswersinthefirstrowfor•themselvesinthesameway.Givethemtimetodothisandmonitor.

Dividetheclassintogroupsoffour.Usingthegrid•ontheboard,explainanddemonstratethatthepupilsshouldwritethenamesofthemembersoftheirgroupinthecolumnontheleft.

Useonegrouptodemonstratethatthepupils•shouldasktheothermembersoftheirgroupthequestions,andnotetheanswersinthegrid.

Attheendask,e.g.• Who sleeps ten hours? Who sleeps eight hours?andthepupilsreportback.

Key: Pupils’ownanswers.

Ending the lesson

Lesson review

Brieflyaskthepupilswhattheycandoasaresult•ofthelesson(understandwhyyouneedsleep,identifyhowmanyhoursofsleepdifferentpeopleneed,askandsayhowmanyhoursyousleep).Praisethepupilsfortheirefforts.

Goodbye and closing routine

Askthepupilstoputawaytheirbooksandsay•goodbye.Say,e.g.Goodbye everyone. See you on …Encouragethepupilstorespondinthesameway.

Starting out

Greetings

Greetthepupils.Say,e.g.• How are you?I’mfine,thankyou.Howareyou?

Revision activity

Askthepupils• Can you remember who needs sleep? How many hours do they need?andlistentotheirresponses(Babiesneedfifteenhours,childrenneedtenhours,teenagersneedninehours,adultsneedeighthours,oldpeopleneedsevenhours).

Dividetheclassintotwoteams.Saysentences•aboutsleepandaskindividualpupilsfromeachteamtotaketurnstosaythemissingwords,e.g.When you sleep, you …(rest).Sleep gives you …(energy)for the next day. Sleep helps you pay …(attention)and remember what you …(learn),etc.Keepascoreofthepointsontheboard.Theteamthatsuppliesmostmissingwordswins.

Setting objectives

Say• In this lesson we’re going to read ideas to help us go to sleep, and say things we do to help us go to sleep. We’re also going to make a Little Fact File of Sleep and review My key words.UseL1toclarifywhatyoumeanifnecessary.

On the learning trail

Listen, read and answer. (PB page 11)

(Booksclosed)Ask• Do you always want to go to bed? Is it sometimes difficult to go to sleep?andlistentothepupils’responses.

Say• Let’s listen to and read some ideas to help you go to sleep. Which of these ideas do you do?

PlaytheCD(CD1track20)whilethepupils•followintheirbooks.Askthequestionagainandlistentothepupils’responses,e.g.Ialwaysgotobedatthesametime./Inevereatabigdinner(justbeforeIgotobed).Usethepupils’responsestoclarifyand/orcheckunderstandingofvocabulary,e.g.relax,fizzydrinks.

Ask• What other things do you do to help you go to sleep?Giveoneortwopersonalexamplesto

Lesson6Contentandpersonalisation

Aims:

Toreadandunderstandideastohelpyougoto•sleepTosaywhatyoudotohelpyougotosleep•

Tomakea• LittleFactFileofSleepToreview• Mykeywords

Key language:

Ialways/sometimes/never…•

readabook,listentomusic/astory,havea•shower,watchTV,eat,drink,go,have

banana,glassofmilk,warm,before•

rest,energy,healthy,relax,concentrate,pay•attention,good/badmood

Materials:

Pupil’sBookpage11•

ActivityBookpages9,13and95•

CD1•

Scissorsandstapler•

ApreparedlittlefactfileforUnit1•

1

49

Myday

clarifywhatyoumean,e.g.I always read a book. / I sometimes have a warm shower. / I never watch a scary TV programme.Askthepupilstosaysentencesaboutwhattheydointhesameway.

CD 1

20 Listen, read and answer.

Ideas to help you go to sleepItissometimesdifficulttogotosleep.Herearesomeideastohelp:Tosleepwell,always:gotobedatthesametimeeveryday,doanactivitytorelaxbeforeyougotobed,keepyourbedroomquietanddark.Justbeforeyougotobed,never:eatabigdinner,drinkcolaorotherfizzydrinks,playcomputergames,dosport.Whatdoyoudotohelpyousleep?

Play a game. (PB page 11)

Say• Let’s play a game!Explainanddemonstratethatyouaregoingtosaythingsyoumightdojustbeforeyougotosleep.Thepupilsshouldrespondinchorusalways!ifitissomethingyoushouldalwaystrytodotohelpyougotosleep,andnever!ifitissomethingthatyoushouldneverdo.

Saydifferentideasinturnandthepupilsrespond.•Usetheideasfromthetextinactivity15aswellasothersthatcameupinthatactivityorwhichusefamiliarlanguage,e.g.listen to loud / quiet music, read a book, use your computer, etc.

Playthegamewiththewholeclassandthepupils•respondalways!ornever!

Ifthepupilsareconfident,youcanalsoaskthem•totaketurnstosaydifferentideasinsteadofyou,andtherestoftheclasslistensandrespondsinthesameway.

Make and complete My Little Fact File of Sleep (PB page 11 and AB page 95)

HoldupyourPupil’sBookandpointtothe•picturesofthechildrenwiththeirlittlefactfiles.SayLet’s make a Little Fact File of Sleepandshowthepupilsthelittlefactfileaboutsleepthatyouhaveprepared.

AskthepupilstoopentheirActivityBooksat•page95.SayCut and fold the pages like this.Demonstratewhatyoumean(diagrams1and2).Pointoutthedifferencebetweenthedashedlines(cuttinglines)andthedottedlines(foldinglines).

Staplethepupils’littlefactfilestogetherassoon•astheyhavefoldedthepagescorrectly(diagram

50

3).ThensayNow cut hereanddemonstratecuttingalongthedottedlineatthetoptoseparatethepages(diagram4).(NBThisistheonlydottedlinethatshouldbecut.)

Gothroughthelittlefactfilepagebypage.Read•thetextandelicitexamplesofwhatthepupilscanwriteanddrawtocompleteeachpage.Thepupilsworkindividuallyandcompletetheirfactfiles.

Oncetheyareready,dividetheclassintopairs.•Thepupilstaketurnstoreadeachothertheirlittlefactfilesandcomparehowtheyhavecompletedeachpage.

Key: page2:child,10; page3:e.g.halfpasteight,halfpastseven,11; page4:good,bad;page5:e.g.readabook; page6:e.g.listentomusic; page7:e.g.playcomputergames; page8:e.g.11

My key words (PB page 11 and AB page 13)

ExplaintothepupilsthatineveryFootprintsfact•filethereisalistofwordscalledMykeywords,relatedtothefactfiletopic.Readthekeywordswhilethepupilsfollowintheirbooks.Checkthepupilsunderstandthemeaningofeachone.

Saysentencesincludingwordsfromthelistin•randomorder.Eitherwhistleorsaybeep!wherethewordsshouldgo,andthepupilssupplythem,e.g.When you sleep enough, you feel in a beep(goodmood).Sleep gives you beep for the next day (energy).

Askpupilstotaketurnstosaysentencesoftheir•choiceusingthekeywords,e.g.WhenIsleep,Irest./WhenIdon’tsleep,Ifeelinabadmood.

Either• askthepupilstowritesentencesintheirnotebooksusingthekeywordsorwritesentencessuchastheaboveontheboardwithgapsandthepupilscopyandcompletethem.

1 2

3 4

51

Askthepupilstocompletethe• MykeywordssectionforUnit1inMybilingualdictionaryonpage13oftheirActivityBooks.TheywritethewordsinL1.

Read and write Always or Never. (AB page 9)

Say• Look at the ideas to help you go to sleep.GivethepupilstimetoreadtheideasandtorespondAlwaysorNever.

Say• Now read the ideas again and write Always or Never.Drawthepupils’attentiontotheexample.Thepupilsworkindividually,readtheideasandwriteAlwaysorNeverbeforeeachone.

Checktheanswersbyaskingindividualpupilsto•readoneoftheideas.

Key: 1Always 2Never 3Never 4Always 5Never6Always

Listen, match and write. (AB page 9)

Say• Let’s listen to what Jack and Emily say they do to help them go to sleep. Match what Jack and Emily say to their pictures.Drawthepupils’attentiontotheexample.

PlaytheCDonce(CD1track21).Attheend,•ask,e.g.Who says I always read a book in bed?(Jack)Repeatfortheremainingsentences.

Say• Now listen and write whether they say always, sometimes or never.Drawthepupils’attentiontotheexample.

PlaytheCDagain.Usethepausebuttontogive•thepupilstimetowritethemissingwords.

Checktheanswersbyaskingpupilstosaywhat•eachcharactersays.

Key: Jack:1always 2sometimes 5never 6sometimes;Emily:3always 4always 7sometimes 8never

CD 1

21 Listen, match and write.

Adult:WhatdoJackandEmilydotohelpthemgotosleep?Whatdoyoudotohelpyougotosleep,Jack?

Jack: Well,Ialwaysreadabookinbed.AndIsometimeshaveaglassofmilk.IneverwatchTVjustbeforeIgotobed.ButIsometimesplaycomputergames.

Adult:Andwhataboutyou,Emily?Emily:Oh,Ialwayslistentoquietmusic.AndI

alwayshaveawarmshower.Isometimeseatabanana,too.ButIneverlistentoastory.

Write sentences about you. Use always, sometimes or never. (AB page 9)

Ask• What do you do to help you go to sleep?andthepupilssaytruesentencesusingalways,sometimesandnever.

Say• Now write true sentences about you.Establishthatthepupilsshouldwritesentencesusingthepicturepromptsandwritingalways,sometimesornever,dependingonwhatistrueforthem.Theyworkindividuallyandwritesentences.

Attheend,askindividualpupilstotaketurnsto•sayoneoftheirsentencestotheclass.TheotherpupilslistenandrespondMe,too!iftheyhavewrittenthesame.

Key: Pupils’ownanswers.

Ending the lesson

Lesson review

Brieflyaskthepupilswhattheycandoasaresult•ofthelesson(understandideastohelpyougotosleep,saywhatyoudotohelpyougotosleep,makeaLittleFactFileofSleep,reviewMykeywords).Praisethepupilsfortheirefforts.

Goodbye and closing routine

Followthe• Goodbyeandclosingroutineonpage48oftheTeacher’sBook.

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1 Myday

Starting out

Greetings and opening routine

Followthe• Greetingsandopeningroutineonpage40oftheTeacher’sBook.

Revision activity

Sticktheflashcardsontheboardinturnandthe•pupilsnametheroutines.

Removetheflashcardshowing,e.g.wakeup.•

Pointtotheflashcardsinturnandtotheplace•wheretheflashcardof‘wakeup’was,andthepupilssayalltheroutines.Removetheflashcardshowing‘getup’.

Lesson7Interculturallearning

Aims:

Tolistenandreadaboutdailyroutinesof•childreninBritainTobeawareofdifferencesinchildren’sdaily•routinesinBritainandinyourcountryTodescribeyourdailyroutine•

TounderstandajokeandafactaboutBritish•culturerelatedtothetheme

Key language:

Ialways/sometimes/never…•

…o’clock/halfpast…,after•

wakeup,getup,getdressed/undressed,have•breakfast/lunch/dinner,haveasnack,gotoschool,gohome,havebreak,domy/yourhomework,gotobed

dailyroutine•

morning,afternoon•

million,(cupof)tea•

intime,inahurry•

Materials:

Pupil’sBookpage12•

ActivityBookpage10•

Flashcards:asforLesson1•

CD1•

Repeatinthesamewayuntilthepupilsare•namingalltheroutinesfrommemory.

Setting objectives

Explainthatineveryunitthepupilsaregoing•toreadJackandEmily’sscrapbookChildreninBritaininordertolearnaboutdifferentaspectsofBritishculture.Explainthatbyculture,youmeanchildren’swayoflifeandthingstheydointheireverydaylives.

Say• Today we’re going to listen and read about the daily routines of children in Britain. We’re also going to describe our daily routine.

On the learning trail

Listen, read and answer. (PB page 12)

Readtheintroductorysentencesandcheck•understanding.Elicitaninitialresponsefromthepupilsastowhetherthesetimesaresimilarordifferentintheircountry.

Say• Look at oliver, Daisy, Leo and Amy. They live and go to school in Britain. In every unit we’re going to learn something about children in Britain and compare it to life in your country.

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Explaintothepupilsthattheyaregoingtoread•textsbythedifferentchildren.AskthemtofindthetextwrittenbyAmy(butnottoreadit).Ask,e.g.What does Amy write?andtheypointtoAmy’stext.Repeatforthetextsoftheremainingchildren.

Ask• What time does Leo go to school?ExplainthatthepupilsshouldlookatwhatLeosaysasfastastheycantofindtheanswer(athalfpasteight).

RepeatwithadifferentquestioneachforOliver,•DaisyandAmy(askingabouttheminrandomorder),e.g.When does Daisy have lunch?(attwelveo’clock)When does oliver have a snack?(atfouro’clock).Explainthathaveasnackmeanshavesomethingsmalltoeatanddrink,e.g.aglassofmilkandasandwichorbiscuits.

Say• Now listen to and read about Leo, Daisy, oliver and Amy carefully. Answer the questions. PlaytheCD(CD1track22).Thepupilslistentoandreadthetextsandthenanswerthequestionsintheirnotebooks.Givethemtimetodothis.

Thepupilscheckandcomparetheiranswersin•pairs.

Checktheanswersbyaskingindividualpupils•oneofthequestions.AskAre the children’s daily routines the same or different in your country? andbrieflylistentothepupils’answers.

Askthepupilstousethetextstocomparethe•dailyroutinesofchildreninBritainwiththeirown,e.g.Wealwaysgohomeatfiveo’clock.Wenevergohomeathalfpastthree.Establishthemainsimilaritiesanddifferencesbetweenschooltimes,mealtimesandbedtimesinBritainandintheircountry.

Key: 1OliverandAmy 2Daisy 3Leo 4Amy5Oliver 6Daisy

CD 1

22 Listen, read and answer. Learn about their daily routines!

FormanychildreninBritaintheschooldaystartsat9o’clockandfinishesathalfpastthree.Manychildrenhavedinneratabout6o’clockandgotobedatabouthalfpasteight.Leo: Ialwayswakeupat7o’clock.Iget

dressedandhavebreakfastathalfpastseven.IgotoschoolathalfpasteightandIgohomeathalfpastthree.Ihavedinnerat6o’clock.IsometimeswatchTVafterdinner.Igotobedat9o’clock.

Daisy: Ineverwakeupintime!AndIalwayshavebreakfastinahurry!Igotoschool

at8o’clockandIhavelunchat12o’clock.I’malwayshungry!Igohomeat3o’clock.AfterschoolIhavedinneranddomyhomeworkandIsometimesplayonmycomputer.Igotobedathalfpasteight.

Oliver: Igetupandhavebreakfastat8o’clockeveryday.Igotoschoolathalfpasteight.Atschool,Ialwayshavemorningbreakathalfpastten,lunchathalfpasttwelveandafternoonbreakathalfpasttwo.Igohomeandhaveasnackat 4o’clock.Isometimesplayfootball afterschool.

Amy: Igetupathalfpastsevenandhavebreakfastat8o’clock.Igotoschoolathalfpasteight.AtschoolIhavemorningbreakat11o’clock,lunchat1o’clockandafternoonbreakat3o’clock.AfterschoolIalwaysgotocomputerclub.Igohomeathalfpastfour.Ihavedinnerathalfpastsixandgotobedat8o’clock.

Citizenship box: Remember!

ReadtheRemember!noteandcheckunderstanding.Ask,e.g.How do good daily routines help you to be healthy and happy?Listentothepupils’suggestions,promptingandrecastingtheminEnglishasnecessary,e.g.Ifyousleepenough,you’renottired,you’reinagoodmood,youdoyourhomework,youhavetimetowatchTV,youcanplayanddosport,etc.Ifappropriate,youmayliketopointoutthatitisimportantforthepupilsthemselvestobeawareofandbegintoberesponsiblefortheirowndailyroutine.Ask,e.g.What’s good about your daily routine?andlistentothepupils’response.

Do you know?

Explainthatineveryunitthereisafactabout•Britishculturerelatedtothetheme.ReadtheDo youknowfact.Elicitorexplainthemeaningofcupofteaandmillion.Ifyoulike,explainthatthisfactmeansthatonaverage,peopleinBritaindrinkthreecupsofteaeachaspartoftheirdailyroutine.

Askthepupilsifthereisadrinkintheircountry•whichispopularinthesamewayasteainBritain,andlistentotheirresponse.

Joke

Explainthemeaningof• joke.ExplainthatmostpupilsinBritainlikejokes.

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Readthejokeandgivethepupilstimetoworkit•outforthemselves.Iftheydon’tgetit,bereadytoexplain.

Askthepupilsiftheylikejokesandiftheyknow•anysimilarjokesintheirlanguage.Brieflylistentotheirresponse.Ifyoulike,makethepointthatmanyjokesaresimilarindifferentculturesandlanguages.

Read, write and act out. (AB page 10)

AskthepupilstokeeptheirPupil’sBooksopenat•page12.Askone(confident)pupiltopretendtobeLeo.AskthequestionsintheActivityBookandgetthepupiltorespond,e.g.What time do you wake up?Atseveno’clock.

Say• Now write Leo’s answers.Drawthepupils’attentiontotheexample.ThepupilsworkindividuallyandwriteLeo’sanswers.

Checktheanswersbyaskingindividualpupilsto•taketurnstoaskandansweroneofthequestions.

Dividetheclassintopairs.Thepupilstaketurns•toaskthequestionsandpretendtobeLeo,andactoutthedialogue.

Key: 1Atseveno’clock. 2Athalfpastseven.3Athalfpasteight. 4Athalfpastthree.5Atsixo’clock. 6Atnineo’clock.

Read and write. (AB page 10)

ReadwhatAmysaysandthepupilssaythe•missingwords.

Say• Now write what Amy says.Drawtheirattentiontotheexample.Thepupilsworkindividuallyandwritethemissingwords.

Checktheanswersbyaskingindividualpupilsto•taketurnstoreadwhatAmysays.

Key: 1breakfast 2school 3morningbreak 4lunch5afternoonbreak 6computerclub 7home 8dinner9bed

Write about your day. Draw a picture. (AB page 10)

Askthepupilstowriteadescriptionoftheirdaily•routineanddrawapicture.ExplainthattheyshoulduseAmy’sdescriptioninthepreviousactivity(orthedescriptionsbyLeo,DaisyandOliveronpage12ofthePupil’sBook)tohelpthemasamodel.Ifappropriate,buildupthedailyroutineofonepupilwiththewholeclassontheboardfirst.

Thepupilsworkindividuallyandwritetheir•descriptions.Monitorandgivehelpandencouragementasappropriate.Whentheyareready,thepupilsdrawapicturetoillustratetheirdescription(butforpupilswhoworkmoreslowlythiscanbedoneoutsideclasstime).

Attheend,inviteafewpupilstoreadtheir•descriptionsandshowtheirpicturestotheclass.

Key: Pupils’owndescriptionsanddrawings.

Ending the lesson

Lesson review

Brieflyaskthepupilswhattheycandoasaresult•ofthelesson(listento,readandunderstandthedailyroutinesofchildreninBritain,beawareofdifferencesindailyroutinesofchildreninBritainandintheircountry,writeadescriptionoftheirdailyroutine,understandajokeandafactaboutBritishculture).Praisethepupilsfortheirefforts.

Goodbye and closing routine

Followthe• Goodbyeandclosingroutineonpage48oftheTeacher’sBook.

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Starting out

Greetings and opening routine

Greetthepupils.Say,e.g.• How are you?I’mfine,thankyou.Howareyou?

Say• Let’s sing I wake up and get up in the morning!Playthesongwithlyrics(CD1track10–seeLesson1)orthekaraokeversion(CD1track11)andthepupilssingthesong.

Revision activity

AskthepupilstoopenthePupil’sBookatpage•12.

AskapupiltopretendtobeLeo.Askthe•questionsonpage10oftheActivityBookandgetthepupiltorespond,e.g.What time do you wake up?Atseveno’clock.

Repeattheprocedure,askingdifferentpupilsin•turntopretendtobeAmy,OliverandDaisy.Thepupilscanalsoaskthequestionsinsteadofyou.

Dividetheclassintopairs.Thepupilschooseto•pretendtobeoneofthefourchildrenandactoutadialoguewiththeirpartner.Theythenchangeroles.

Lesson8Unitreview/AboutMyWorldPortfolioBooklet

Aim:

ToreviewlearninginUnit1•

Key language:

Languagestructuresandvocabularyfrom•Lessons1–7

Materials:

Pupil’sBookpages12and13•

ActivityBookpages10–13•

Flashcards:asforLesson1•

Wordcards:asforLesson1•

AboutMyWorld• PortfolioBookletpages6and7CD1•

GrammarFootprints• stickersforUnit1AchievementstickerforUnit1•

Setting objectivesSay• Today we’re going to review what we’ve learnt in Unit 1.Clarifyorremindthepupilswhatyoumeanifnecessary.

Listen, read and say. (PB page 13)

Say• Look at Davina and Freddie. Listen to and read the dialogue.

PlaytheCDonce(CD1track23).Thepupils•listenandfollowintheirbooks.

Dividetheclassintotwogroups.Say• Now listen again and say the dialogue.PlaytheCDagain.Thepupilssaytheirpartofthedialoguewiththeirgroup.

Say• Now I want you to act out your own dialogues.Drawthepupils’attentiontothepartsofthedialoguewhichareinblue.Explainthatyouwantthemtosubstitutethesedailyroutinesandtimesinordertocreatetheirowndialogues.

Demonstratewhatyoumeanbychoosinga•confidentpupilandgettingthemtoactoutadialoguewithyou,substitutingthedailyroutinesandtimesinthedialogueintheirbooks,e.g.T:What time do you wake up?P: Iwakeupatseveno’clock,etc.

1 Myday

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Askpairsofpupilstotaketurnstocreateand•actoutparalleldialoguestotherestoftheclass,substitutingdailyroutinesandtimesoftheirchoice.Usetheflashcardsand/orwordcardsaspromptsforthisifnecessary.

Ifyoulike,thepupilscanalsocreateandactout•dialoguesinpairs.

Attheend,askthepupilshowconfidenttheyfeel•creatingdialoguesusingthelanguageoftheunitandlistentotheirresponse.

CD 1

23 Listen, read and say.

Freddie: Whattimedoyougetup?Davina: Igetupathalfpastseven.Freddie: Andwhendoyouhavebreakfast?Davina: Ihavebreakfastatabouteight

o’clock.Freddie: Andwhattimedoyouhave

dinner?Davina: Well,Isometimeshavedinnerat

halfpasteight.AndIsometimeshavedinneratnineo’clock.

Freddie: Whendoyougotobed?Davina: Ialwaysgotobedathalfpast

eleven.Inevergotobedattwelveo’clock.

Listen and do the Footprints quiz. (PB page 13)

Say• Let’s do the Footprints quiz for Unit 1.

Dividetheclassintotwoteams.Assignaname•orthepupilschooseanamerelatedtotheunitfortheirteam,e.g.Thebigbreakfastteam/Thesuperbedtimeteam.

Writethenamesoftheteamsontheboardin•preparationforscoringinthequiz.

Givethepupilsafewminutestolookthrough•theunitandprepareanswerstothequestionsinthequizindividually,butnottowritetheanswersdown.Ifyouareshortoftime,asksomepupilstoprepareanswerstoquestions1to4,others5to8,etc.inordertoensurethatallthequestionsarecovered.

Explainthescoringsystemforthequiz:two•pointsforcorrectanswers,onepointforpartiallycorrectanswers.Emphasisethatthepupilsshouldputuptheirhandstoanswerandmustnotcallout.Ifnecessary,youcanintroduceanegativescoringsystemtopreventthis.Forexample,anyonewho

callsoutlosesapointfortheirteam.Explainthatifapupilanswersincorrectlyoronlypartially,thenthequestionpassestotheotherteam.

PlaytheCD(CD1track24)orreadoutthe•questions.Pauseandaskadifferentpupilfromeachteaminturntoanswer.Usetheflashcardsand/orwordcardsaspromptsforthepupils’answersasnecessary.Givethepupilsmaximumpointsiftheiranswersarebothcorrectandaccurate.Keeparecordofeachteam’sscoreontheboard.

Addupthescoreforeachteam.Theteamwiththe•mostpointsisthewinner.

CD 1

24 Listen and do the Footprints quiz.

(Note:ExampleanswersareinbracketsaftereachquestionbelowbutarenotontheCD.)1 Namethreedailyroutines.(e.g.wakeup,have

breakfast,gotoschool)2 Saywhatyoualwaysdo.(e.g.Ialwayshave

dinneratseveno’clock.)3 Saywhatyousometimesdo.(e.g.Isometimes

watchTVafterdinner.)4 Saywhatyouneverdo.(e.g.Ineverhavelunch

attwelveo’clock.)5 Whattimedoyougotobed?(e.g.Igotobedat

nineo’clock.)6 Whendoyoudoyourhomework?(e.g.Idomy

homeworkathalfpastfive.)7 Whendoyouhavedinner?(e.g.Ihavedinnerat

halfpastsix.)8 Asksomeonewhentheyhavebreakfast.(e.g.

Whattimedoyouhavebreakfast?)9 Asksomeonewhentheygohome.(e.g.When

doyougohome?)10Whoneedssleep?(e.g.everybody;babies,

children,teenagers,adults,oldpeople)11Whatdoessleephelpyoudo?(e.g.grow,stay

healthy,payattention,rememberwhatyoulearn)

12Howmanyhoursdoyousleep?(e.g.nineandahalf)

13Saytwoideastohelpyougotosleep.(e.g.Alwaysgotobedatthesametime.Nevereatabigdinnerbeforeyougotobed.)

14Saytwothingsyoualwaysdobeforeyougotosleep.(e.g.Ialwaysreadabook.Ialwayshaveawarmdrink.)

15Saytwothingsyousometimesdobeforeyougo

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tosleep.(e.g.Isometimeshaveawarmshower.Isometimeslistentoastory.)

16Saytwothingsyouneverdobeforeyougotosleep.(e.g.Ineverplayvideogames.Ineverwatchscaryfilms.)

Look and write the dialogue. (AB page 11)

Say• Look at the pictures and write the dialogue.Drawthepupils’attentiontotheexample.

Thepupilsworkindividuallyandwritethe•dialogue.

Checktheanswersbyaskingtwopupilstoread•thedialogue.

Key: Whattimedoyougotoschool?Oh,Igotoschoolathalfpasteight./Andwhendoyouhavebreak?Ihavebreakateleveno’clock./Andwhattimedoyouhavelunch?Well,Isometimeshavelunchathalfpasttwelve.AndIsometimeshavelunchatoneo’clock./Whendoyougohome?Oh,Ialwaysgohomeatfouro’clock.Inevergohomeathalfpastthree.

Put on the Grammar Footprints stickers. (AB page 11)

MakesurethepupilshavethestickersforUnit1•ready.

Drawthepupils’attentiontothemainlanguage•learningpointsoftheunit.

Say• Put on the Grammar Footprints stickers for Unit 1.Thepupilscaneitherdothisindividuallyorinpairs.(Ifyou’reconcernedthatpupilsmayputthestickersonincorrectly,youmayliketobuildupthegrammartableontheboardwiththewholeclassfirst.)

Checktheanswersbyaskingindividualpupilsto•taketurnstoreadpartofthecompletedtable.

Attheend,youmayalsoliketosuggestthatthe•pupilslearnthelanguagepatternsinthetablewhentheyrevisefortheUnit1test.

Key: Thestickersshouldbeinthefollowingorderinthetable:When/doyou/getup?/At/halfpastseven./always/gotobed/threeo’clock.

Write the answers to the Footprints quiz. (AB page 12)

ReadthequestionsintheFootprintsquizandask•individualpupilstoanswerthem.

Say• Now write the answers.Drawthepupils’attentiontotheexample.

Thepupilsworkindividuallyandwritethe•answers.

Checktheanswersbyaskingindividualpupils•toreadandansweroneofthequestionsorinstructions.

Key: 1getup,wakeup,havebreakfast,gohome,havedinner.gotobedExampleanswers:2Ialwaysgotoschoolathalfpasteight. 3Isometimesgetupatnineo’clock.4InevereatabigdinnerbeforeIgotobed. 5Ateighto’clock. 6Athalfpastnine. 7Whattimedoyouhavebreakfast? 8Whattimedoyougotoschool?

Assess your work. (AB page 12)

Explaintothepupilsthatinthisactivitythey•assesstheirworkintheunit.

Askthemtolookthroughtheirworkintheunit•andtogivethemselvesascoreoutoften.Bereadytoencouragethepupilstohaveapositiveviewiftheyaretoohardonthemselves.

Askthepupilstothenwriteanadjectiveor•phrasetoassesstheirwork,e.g.excellent,(very)good,OK,notverygood,poor,andcompletethesentenceaboutwhattheyneedtodotogetbetter,e.g.practisethequestions,learnthe

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words.Alternativelyifyouprefer,thepupilscancompletethesentencesinL1.

Oncethepupilshavecompletedtheirself-•assessment,theycanputontheachievementstickerforUnit1.

Atanappropriatemoment,collectinorlookat•thepupils’ActivityBookstoseeifyouagreewiththeirself-assessment.Ifpossible,tryandfindtimetotalktothepupilsindividuallyabouttheirworkinUnit1.Asanendorsementoftheself-assessmentoftheirworkintheunit,youmayalsoliketoaddanencouragingcommentandyourownsignatureandthedate.

Ending the lesson

Lesson review

Brieflyaskthepupilswhattheycandoasaresult•ofthelesson(usethelanguageandvocabularythey’velearntinUnit1).Praisethepupilsfortheirefforts.

Goodbye and closing routine

Askthepupilstoputawaytheirbooksandsay•goodbye.Say,e.g.Goodbye everyone. See you on …Encouragethepupilstorespondinthesameway.

About My World Portfolio Booklet

ThepupilscompleteUnit1oftheirAboutMyWorldPortfolioBooklets.Theycompletetheirlearningjourneybycolouringthesectionsonthepathtoshowwhattheycando.Ifyoulike,thepupilscanalsosignthispage,andyoucanendorsethisbyaddingyourownsignatureandthedate.

My bilingual dictionary

Thepupilsfinishcompletingtheirbilingual•dictionaryforUnit1onpage13oftheirActivityBooks,andaddanyextrawordsthattheyparticularlywanttoremember.