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My day
Lesson 1
Vocabulary presentation
• The pupils take turns to ask and answer similar questions in open pairs. Setting objectives
Aims:
• To name daily routines
• To ask and say what you do in the morning, afternoon and evening
• 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. Elicit or remind the pupils of the meaning of morning, afternoon and evening if necessary.
Key language:
• Do you …? Yes, I do. / No, I don’t. • 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 • daily routine • in the morning / afternoon / evening • work, play, see, mum, dad, friends, another day Materials:
• Pupil’s Book page 6
• Activity Book page 4
• Flashcards: wake up, get up, get dressed, have breakfast, go to school, have break, have lunch, go home, do your homework, have dinner, get undressed, go to bed • Word cards: wake up, get up, get dressed, have breakfast, go to school, have break, have lunch, go home, do your homework, have dinner, get undressed, go to bed • CD 1
Starting out Greetings and opening routine • Greet the pupils. Say, e.g. How are you? I’m fine, thank you. How are you? • Say Let’s sing the song Welcome back to Footprints! Play the song with lyrics (CD 1 track 2 – see Introduction, Lesson 1) or the karaoke version (CD 1 track 3) and the pupils sing the song. Revision activity • Ask personal information questions as in the song, e.g. Where do you live? What’s your address / phone number? How old are you? What’s your favourite colour / animal?
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On the learning trail Vocabulary presentation (books closed) • Ask the pupils What do you do every day? Give an example of what you mean, e.g. I wake up every day. Show the pupils the corresponding flashcard and stick this on the board. • Listen to the pupils’ responses, hold up the corresponding flashcard for a phrase if there is one, and stick it on the board. Get the pupils to repeat the words and phrases with you in chorus. • Encourage the pupils to tell you any additional things they do every day using other familiar language, e.g. I brush my teeth / hair, I wash my face / hands, I have a shower.
• Ask two pupils to the front of the class. Ask them to arrange the flashcards in a logical sequence of when you do things every day. Be ready to be flexible about this, e.g. have break is possible before and after lunch. Follow the footprints. (PB page 6) (books open) • Ask the pupils to compare the order of the flashcards on the board with the pictures.
• Say Listen and follow the footprints. Use your finger and demonstrate this.
• Play the CD (CD 1 track 8). The pupils listen and follow the footprints with their fingers. They stop by each picture as the phrase is said and repeat the phrase. CD 1 8
Follow the footprints: Part 1
wake up … get up … get dressed … have breakfast … go to school … have break … have lunch … go home … do your homework … have dinner … get undressed … go to bed