Lesson Two Pf:~{~ 0
2 Look a nd say.
CBPAGE55
• Ask ch ild ren to look at the p ictures in the Let's learn' box. Ask What can you see?
Digi tal classroom · Unit 8· Grammar
• Read the sen tences, pa using after each one for chi ld ren to point to the pictu re and repeat.
Grammar
• Write t he first question and t hen th e sentences on the board. Read t hem agai n, miming the actions in the pictu res to rei nforce mea ning. Children repeat again.
To say what people do at d ifferenttimes of the day To ask and answer the question What's the time? To act ou t a story
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Core: What's the time?lt's seven oCiock. He gets up at six
o'clock.
[Mate rias CD ~ 78; Story poster 8; Everyday activities flashcards 77- 82; a toy clock (optional)
• Rub out the act ivity phrases in each sentence and replace with flashcards to elicit sentences with the same pattern, e.g. He has breakfast at six o'clock. She has dinner at nine o'clock. He goes home at seven o'clock. • Invite d ifferen t ch ild ren to change t he wo rds (and ti mes if
ne cessa ry) to ma ke new sentences.
3 Write. Draw the time on the clocks. • Ask children to look at t he pictures and identify the different activi ties.
Warmer
• Ask a chi ld to read the example for t he class. Show them the tim e on t he clock next to the pictu re.
• Play Jump using flashcards 77- 82 (see page 19) to revise th e vocabulary fro m t he previous lesson.
• Allow t ime for ch ildren to look at t he pictures, complete the sentences, and draw the times on t he clocks.
Lead-in • Ask child ren if they can remember what happened in t he story in the previous lesson. Show Story poster 8 to encou rage ideas. • Cover the poster and ask chi ld ren wh ich everyday activiti es were mentioned in the st ory.
He gets up at six o'clock.
2 He has breakfast at seven o'clock.
3 He goes to school at eight o'clock. 4 He goes to bed at nine o'clock.
1 liste n to the story again a nd repeat. Act. ~ 78 • Ask children to turn to the story on page 54 of their Class Boo ks. They check how rnany of the everyday activities they rernernbered in th e lead-in activity. • Play t he recording, pausing after each line of text for chi ldren to repeat. • Ask children to look at t he different actions that the peopl e do in t he sto ry. As a class, decide on the actions for the story (see suggestions bel ow). • Divide the class into groups of five to play t he part s of Rosy, Al ice, Dad, Mum, and Billy. (Note that Billy only appears in the backg round.) • Pl ay th e record ing a second t ime for chi ld ren to mi me the actions as they listen.
Optional activity • Explain that chi ldren are goi ng to show the t imes on t he clocks using t heir arms. Explain t hat one arm needs to be goi ng straight up above t heir heads each time to show o'clock, wh ile the other arm points to the number. • The cl ass read the sente nces from Exercise 3 in chorus and make the times w ith their arms.
4 Point, ask and answer. • Ask t he class to look at t he clocks in t he pict ures. As k a child to stand up. Point to the first clock and ask What's the time? to elicit Its five o'clock. The class repeat in chorus. • Usi ng your toy clock, show other t imes (or draw clocks on t he board). Ask What's the time? for the class to answer.
• As k chi ldren to practise acti ng o ut th e story in th eir groups. Monitor the activity, checki ng for correct pronunciation.
• As k ch ild ren to work in pairs. They ta ke t urns to ask and answer question s abou t t he times shown on th e clocks.
• Ask so me of the groups to come to the fron t of t he class to act out t he sto ry.
• Monitor th e act ivity. Hel p with pronu ncia ti on and model words and phrases where necessary.
Story actions
Optional activity
Picture 1: Alice points to the CD player. Rosy sh akes her head,
• Invite a child to come to the fro nt of t he class. Give him I her th e toy cl ock and wh isper a time. The ch ild moves the hands to the ap propr iate position and asks the class What's rhe time? Repeat with other chi ld re n.
Picture 2: Rosy points upstairs and mimes sleeping. Picture 3: Rosy points to a clock or her w atch, Picture 4: Dad yawns / stretches / rubs his eyes. Picture 5: Alice points to the CD player. Rosy shakes her head. Billy opens his mouth for Mum to feed him. Picture 6: Mum gives headphones to Rosy and Alice, Alice dances.
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Further practice
Workbook page 55 Grammarreference, Class Book page 109
~ Student Mult iROM • Unit 8· Grammar
Unit 8
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