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TEACHING SEQUENCE PLANNING FORM UNIVERSITAT AUTÒNOMA DE BARCELONA GRAU D’EDUCACIÓ PRIMÀRIA MARIA ARRUFAT PIJUAN

My day ABRIL 2013

INDEX CONTEXT ……………………………………………………………………………………3 THE BIG PICTURE …………………………………………………………………………3 UNDER THE MICROSCOPE ……………………………………………………………7 FIRST SESSION …………………………………………………………………….…………..7 SECOND SESSION ………………………………………………………………….…………9 THIRD SESSION ………………………………………………………………………………11 FOURTH SESSION …………………………………………………………………….……..13 FIFTH SESSION ………………………………………………………………………….……15 SIXTH SESSION ………………………………………………………………………….……16 SEVENTH SESSION ……………………………………………………………….…………17

ANNEXES …………………………………………………………………………………19 FLASHCARDS …………………………………………………………………….…………..20 SESSION 1 ……………………………………………………………………………20 SESSION 2……………………………………………………………………………22 SESSION 3……………………………………………………………………………25 SESSION 4……………………………………………………………………………26 PRIOR KNOWLEDGE QUESTIONNAIRE ……………………………………….…….27 CONTROLLING STUDENTS’ SEATS .……………………………………………..……28 WORKSHEET ABOUT ASKING THE TIME…………….………………………………29 THE WRITTEN FORMAT OF THE MESSAGE…………………………………………30 SCHEDULE GRID FOR COMPARISONS …………………………….…………………31 GRID FOR THE ANSWERS ………………………..………………….……………………32 WORKSHEET TO PRACTISE………………………………………………………………33 LISTENING ..……………………………………………………………………………………35 FINAL TEST…………………..…………………………………………………………………36

CONTEXT SCHOOL

Benviure (Castellbisbal)

GRADE

Second course

AGES

Between 7 and 8 years old

SUBJECT

English

DURATION

6 hours and 15 minutes

TITLE

MY DAY

THE STUDENTS This school has two classrooms for every course. Therefore, this teaching sequence will be developed in both of them. Each one has between 26 and 27 students but the sessions are carried out with half of the group. Therefore, the number of students in every lesson is between 13 and 14 people. Furthermore, there is not any special case that has to be taken into account but there are some students that work slowly than others. The teacher has to pay special attention to them during the sessions. Finally, the teacher should have prepared some extra materials for the students if they finish the tasks early in order to avoid boredom.

THE BIG PICTURE 1. Summarise the theme for this teaching sequence This teaching unit is about what children do every day and when they do these activities. Therefore, students will learn the name of some daily routines and how to say the time in English. Moreover, throughout these sessions they will analyse what they do during the week and compare it with a child in England. This is going to be the starting point of the unit and the excuse to work on this topic. The final product will be a Video Thread presentation explaining to this British child what they do during a day. 2. Identify ways in which this teaching sequence fits into the school project plan The topic is included in the studentsâ€™ course book and they will use the knowledge they have acquired in previous lessons such as numbers and some structures. Moreover, they will need the knowledge they will learn in the following units.

3. Identify key competences and knowledge students will learn in this teaching sequence (according to the National Curriculum). 3.1.Competences - Communicative competence This teaching sequence contributes to the appreciation of the need to know languages in order to be able to communicate with people. Thus, students should show an active and positive attitude towards the learning of a foreign language and its use. 3.2. Objectives - To produce brief sentences following a model. - To understand oral messages with the help of pictures. - To understand words and simple sentences tackled in class. 3.3.Contents There are three main topics that will be tackled in this teaching sequence: - The parts of the day - Daily routines - Saying the time 4. Write a summary of the sessions Session 1: The teacher will assess their prior knowledge through a questionnaire and present them a video received from a child in England. Students will try to understand the content of this video with the help of pictures. Session 2: During this session, students will learn the different parts of the day. They will classify the different actions tackled the day before into these categories. Session 3: During this session, students will learn how to say the time in English through a video and they will do some practise in pairs. Session 4: In this session, students will compare the schedule explained in the video and their own one. Therefore, they will practise all the vocabulary of the unit. Session 5: Students will start preparing the answer to the British child by completing a worksheet with clear instructions in pairs. Then, they will practise their pronunciation. Session 6: Students will finish the response and they will record it on a Voice Thread presentation. Moreover, they will complete some worksheets to practise all the content tackled in class. Session 7: This session will be devoted on the final assessment. Students will complete a questionnaire in order to know what they have learned. They will also see their final product. 4

5. Identify the language students will practice/learn in this teaching sequence -

Students will be able to understand oral messages about daily routines.

Students will be able to name routine actions and the parts of the day.

Students will be able to explain at what time they do some actions during the day.

In the morning

In the afternoon

In the evening

At night

Have breakfast

Have lunch

Have dinner

Get up

Go to sleep

Watch TV

Play computer games

Play in the playground

Do my homework

Go to school

Go home

What time do you …?

At … 0’clock

At half past …

At a quarter past …

At a quarter to …

6. Identify other skills interpersonal students will practice or learn None ASSESSMENT OUTLINE 7. Define the products and artefacts at different stages for the teaching sequence: 7.1. Early in the teaching sequence: Students will complete a questionnaire in order to know what they already know about the topic. It will be focused on their listening abilities and it will be used to adapt the teaching sequence to their prior knowledge. 7.2. During the teaching sequence: The teacher will use some attitude markers to assess their behaviour in class: o Check if they do the activities. The teacher will collect the worksheets in order to know how the students are progressing and their implication in the subject. o Observe if they show interest in participating in the activities. The teacher will record the sessions in order to be able to revise what has happened in class. She will also take some notes about children’s behaviour during the different lessons.

o Control their participation in oral conversations. The teacher will manage the studentsâ€™ contributions in order to be sure that everyone has the chance to show their communicative abilities. 7.3. End of the teaching sequence: Students will complete a final questionnaire as a summary of what they have learnt. It will focus on their listening comprehension and the use of written language. 8. Indicate procedure and criteria for assessment: According to the National Curriculum: -

Students can say the main idea of an oral message in a foreign language.

Students try to use the target language in oral discussions.

Students can write a simple piece of text following a model.

Students participate actively during the lessons.

UNDER THE MICROSCOPE Describe in detail each session

FIRST SESSION Principal activities

Main targeted language

During this session, the teacher will present the starting point to the students. She will show them a video that they have received from a child in England. The main goal is to understand this message received. Routine actions: - Get up - Have breakfast - Have lunch - Have dinner - Go to school - Go home - Go to sleep - Play in the playground - Play computer games - Do my homework

Other competences

To be able to get the main ideas of an oral text.

Previous language knowledge needed

Understand some vocabulary and structures done in previous lessons that will appear in the video. - Hello! - My name is … - I am from … - I am … years old - Bye, bye - Numbers from 1 to 12 - Go by bus

Other knowledge needed

None

New knowledge to be introduced

Almost all the vocabulary and the structures used in this teaching sequence will be presented.

Specific Output

None Preparation -

Teacher Materials

The video with the message received and pictures that help to understand the text. Flashcards with pictures that represent the different actions mentioned in the video (you will find them in the annexes).

Student Materials Preparation Needed

Some reusable adhesive. The teacher will need a computer and speakers in order to show the video. A paper to control the students’ seats (see the instructions below). A copy of the questionnaire to assess prior knowledge for every student (you will find it in the annexes).

The flashcards and the video have to be prepared previously. -

The furniture of the class will be organized as normally. Students will not be able to sit in the same place every day in order to work with different classmates throughout the teaching sequence. The teacher will control it using a draw of the classroom (you will find it in the annexes). This paper should be brought and used in each session.

Special instructions Furniture Students’ desks Windows Interactive whiteboard Blackboard

Notes

This lesson is 60 minutes long. All the lessons will be done in a specific classroom with a computer and an interactive whiteboard.

Lesson Procedure

The lesson plan Introduce the new teacher to the students. Explain that we are going to start a unit and set these two new rules: - They cannot sit in the same place every day. The teacher will take notes about it at this moment. Introduction - In order to get the students’ attention the teacher will use a chant. The teacher will say the beginning and students should reply with the ending of the sentence. “One, two, three… listen to me”

Time 10 min

Activity

Previous knowledge assessment through a questionnaire. They will listen to the video received twice (without the pictures) and they have to answer the questions in a worksheet given by the teacher. Then, the teacher will collect them. Teaching strategy – interaction: Individual task

Activity

Watch the video received The teacher will explain that they have received a video from a

Time 10 min

child in England. Then, they will watch it twice and the teacher will ask some questions in order to know if they have caught the main idea of the video: - What is the name of the protagonist? - What is she telling us? Teaching strategy – interaction: Teacher – Student

Activity

Raise the flashcard with the correct picture. Time The teacher will distribute the flashcards saying the name of the 15 min actions represented. Each student will be responsible for one flashcard and they will raise it in the appropriate moment of the video. The teacher can pause the video, if it is necessary. It can be done twice. Teaching strategy – interaction: Teacher – Student

Closure

The teacher will explain that they will prepare the answer to the video during the following days.

Time 5 min

SECOND SESSION Principal activities

Main targeted language

During this session, students will learn how to divide the day in English. The parts of the day: - In the morning - In the afternoon - In the evening - At night Routine actions: - Get up - Have breakfast - Have lunch - Have dinner - Go to school - Go home - Go to sleep - Play in the playground - Play computer games - Do my homework - Watch TV

Other competences

None

Previous language knowledge needed

None

Other knowledge

None

needed

New knowledge to be introduced

The parts of the day: - In the morning - In the afternoon - In the evening - At night Routine actions: - Get up - Have breakfast - Have lunch - Have dinner - Go to school - Go home - Go to sleep - Play in the playground - Play computer games - Do my homework - Watch TV -

Specific Output

A classification of routine actions depending on when we do them. Each student will have their own flashcards with the vocabulary of the unit. Preparation

Teacher Materials

The video seen the previous day. The flashcards used the previous day. Some reusable adhesive. The teacher will need a computer and speakers. Flashcards with the picture and the name of the parts of the day (you can find them in the annexes).

The paper to control the studentsâ€™ seats.

Little flashcards for every student (you will find them in the annexes). They will need scissors.

Student Materials Preparation Needed

The classroom will be organized as normally.

Special instructions

Remember that they cannot sit in the same place as the day before.

Notes

This session is 45 minutes long. The lesson plan

Lesson Procedure

The teacher will ask the students if they remember what they did Introduction last day. The teacher will revise the seats and they will watch the video received again.

Time 5 min

Activity

The students will cut their own flashcards that will be used in the following activity. Then, they have to write their name behind each one. Teaching strategy – interaction: Individual task

Time 10 min

Activity

Classify the flashcards about routine actions into four categories Time depending on the time we do them. 15 min - In the morning - In the afternoon - In the evening - At night There can be flashcards in two different sections. This activity will be done in pairs. They will work with the student sitting next to them. Teaching strategy – interaction: Student – Student

Activity

We will correct the previous activity with the whole class. The Time teacher will ask each student to stick a flashcard on the 5 min blackboard and say the action in English. Teaching strategy – interaction: Teacher – Student

Closure

None

Time -

THIRD SESSION Principal activities

Main targeted language

This session will be devoted on learning how to say the time in English. What time do you…? At … o ‘clock At half past … At a quarter past … At a quarter to … Routine actions: - Get up - Have breakfast - Have lunch - Have dinner - Go to school - Go home - Go to sleep - Play in the playground

Play computer games Do my homework Watch TV

Other competences

None

Previous language knowledge needed

The numbers from 1 to 12 The tens from 10 to 50

Other knowledge needed

How the clock works (clockwise) What time do you…? At … o ‘clock At half past … At a quarter past … At a quarter to …

New knowledge to be introduced

A written worksheet about saying the time.

Specific Output

Preparation

Teacher Materials

Student Materials

The teacher will need a computer and speakers. A video that explains how to say the time in English. A clock made with cardboard. The paper to control the students’ seats.

A worksheet about asking the time for every student (you will find it in the annexes).

Preparation Needed

The classroom will be organized as normally.

Special instructions

Remember that they cannot sit in the same place as the day before.

Notes

This session is 60 minutes long The lesson plan

Lesson Procedure

Explain what they are going to do during this session. The Introduction teacher will also check the seats where they are sitting.

Time 5 min

Activity

Learn how to say the time in English. The students will watch a video about it twice. The teacher can explain it again if they don’t understand the procedure. Teaching strategy – interaction: Teacher – Student

Activity

Let’s do some practise. Time With a clock made with cardboard, the teacher will ask questions 15 min about the time to the students. Then, the students can also ask questions to their classmates and put the clockwise in the correct place. Teaching strategy – interaction: Teacher – Student

Time 10 min

Activity

The students will ask and answer questions following the Time instructions of a worksheet given by the teacher. It will be done 20 min in pairs and the teacher will model it before they start. Teaching strategy – interaction: Student – Student

Closure

None

Time: -

FOURTH SESSION Principal activities

Main targeted language

During this session, students will look at the differences between that British student’s schedule and their own one. What time do you…? At … o ‘clock At half past … At a quarter past … At a quarter to … Routine actions: - Have breakfast - Have lunch - Have dinner - Go to school - Go home - Go to sleep - Watch TV - Play with my friends - Do my homework - Watch TV

Other competences

None

Previous language knowledge needed

Numbers from 1 to 12 The tens from 10 to 50. The parts of the day: - In the morning - In the afternoon - In the evening - At night

Other knowledge needed

How to write digital time.

New knowledge to be introduced

None

Specific Output

A schedule that compares the life of a British child and a Spanish one.

Preparation -

Teacher Materials

The flashcards used the previous days. Flashcards with different digital hours (you can find them in the annexes) Some reusable adhesive. A schedule grid made with cardboard or in a digital format (you can find it in the annexes).

The paper to control the students’ seats.

The teacher can have a clock to help them tell the time in English (you can find a model in the annexes).

The written format of the letter received for each student (you will find it in the annexes). Some colours.

Student Materials Preparation Needed

The classroom will be organized as normally.

Special instructions

Remember that they cannot sit in the same place as the day before.

Notes

This lesson will be 45 minutes long. The lesson plan

Remind what they learned the previous days. The teacher can Introduction write a sentence on the blackboard as an example: “In the afternoon, I play basketball at half past six”

Time 5 min

Lesson Procedure

The teacher will give them the written format of the video Time watched the previous days. 5 min They will listen to the video again and try to follow the text at the same time. Activity

Then, in pairs, try to find these words in the text of the letter and circle them in the correct colour. IN THE MORNING

IN THE AFTERNOON

IN THE EVENING

AT NIGHT

Teaching strategy – interaction: Student – Student

Activity

Each pair will be assigned to one routine action. The teacher will Time give them the corresponding flashcard. 5 min They have to find it in the text and underline the time when Julie does it. Then, they have to think if we do this action at the same time or not. Teaching strategy – interaction: Student – Student

Activity

Do we do the same? Time Complete the schedule grid with flashcards on the blackboard 20 min deciding what time we do each routine. Each pair will go to the blackboard and put the correct time and flashcard in the British child’s schedule. Then, they have to fill in the column for our village. At the end, they can add more activities that they do daily until a maximum of three new routines. These can also be part of the reply to the video. Teaching strategy – interaction: Teacher – Student

Closure

None

Time -

FIFTH SESSION Principal activities Main targeted language Other competences

During this session, the students will start working on the answer for the video. They will use all the language used during the teaching sequence. They will be more familiar with new technologies because they will use them to elaborate the answer for the video.

Previous language knowledge needed

None

Other knowledge needed

None

New knowledge to be introduced

None

Specific Output

The grid designed to prepare the answer Preparation

Teacher Materials Student Materials

Preparation Needed

Special instructions

An available computer with internet connection.

The grids to prepare the answers (you will find it in the annexes). There should be one for every student.

In this lesson, the teacher will decide the seat for every student according to the pairs established to prepare the answer for the letter. At the beginning of the lesson, all the students will stand in front of the blackboard and will wait the instructions from the teacher. These seats will be fixed for the following sessions. -

The grid should be explained before working with it. The classroom will be organized as normally. The teacher will organise the pairs in order to be sure they work correctly. The activity about comparing schedules has to be finished. If not, 15

they can spend some minutes to do it. Notes

This lesson will be 60 minutes long. The lesson plan

Lesson Procedure

Explain how will be the answer for the video and what they are Introduction going to do in this lesson.

Time 3 min

Activity

Complete the grids in pairs. Time Each student will be assigned one routine action but they will 45 min work in pairs. Thus, each pair will prepare two sentences for the reply. The pairs will be decided by the teacher. The teacher will explain the grid accurately and will give an example. The students will use the computer to look for the picture that they will need and upload it to the Voice Thread presentation. The teacher will say the order for doing this. Finally, they can start practising their pronunciation. Teaching strategy – interaction: Student – Student

Closure

Remind them the work they have to do for next day: prepare the sentence to be read.

Time 2 min

SIXTH SESSION Principal activities Main targeted language

During this session, students will record their answers in a Voice Thread presentation. They will use all the language used during the teaching sequence.

Other competences

New technology skills

Previous language knowledge needed

Students will use all the vocabulary acquired in the previous lessons.

Other knowledge needed

None

New knowledge to be introduced

None

Specific Output

A Voice Thread presentation with all the students’ contributions. Preparation

Teacher Materials

Student Materials

The teacher will need a computer and a microphone to record the students’ voices.

The grid they prepared the previous day. Worksheets about the topics tackled the previous days (you will find them in the annexes)

Preparation Needed

None

Special instructions

Students have to sit in the same place as the day before.

Notes

This lesson will be 45 minutes long. The lesson plan

Lesson Procedure

Introduction

The teacher will explain what they are going to do.

Time 5 min

Activity

Each group will record their sentence in the computer. Time Only one group will be in the computer each time but no more 30 min than 5 minutes. Previously, the teacher should explain how to do it to the whole group. She will help the pairs but they can work autonomously. They can upload the photo for their slide if they hadn’t done it yet. Teaching strategy – interaction: Student – Student

Activity

Simultaneously, the students will complete some worksheets about what they have tackled during the unit. They can be done while they are not recording their voices. Teaching strategy – interaction: Individual task

Time 20 min

Closure

Remind them to study what they have covered during those days because they will have a final questionnaire.

Time 5 min

SEVENTH SESSION Principal activities Main targeted language

The students will complete a final questionnaire in order to know what they have learnt. They will also see their final product finished. They will use all the language used during the teaching sequence in written and oral format.

Other competences

None

Previous language knowledge needed

Students will use all the vocabulary acquired and practised in the previous lessons.

Other knowledge needed

None

New knowledge to be introduced

None

Specific Output

A questionnaire to assess their knowledge Preparation -

Teacher Materials -

A podcast with an interview to the teacher (you can find the text in the annexes). The Voice Thread presentation with all the students’

Student Materials

contributions. A computer and speakers. A copy of the questionnaire to assess their knowledge per each student (you will find it in the annexes).

Preparation Needed

None

Special instructions

None

Notes

This lesson will be 60 minutes long. The lesson plan

Lesson Procedure

The teacher will explain what they are going to do during the Time Introduction lesson. They can ask questions if they have any doubt. 5 min Activity

Students will complete a questionnaire to know what they Time already know. It has a listening and a writing part. 40 min Teaching strategy – interaction: Individual task

Activity

The students will watch the Voice Thread presentation that they have made. Teaching strategy – interaction: Whole class

Time 5 min

Congratulations for the students’ job during the unit.

Time 3 min

Closure

ANNEXES TEACHER’S AND STUDENT’S MATERIALS

FLASHCARDS SESSION 1

TEACHER

FLASHCARDS SESSION 2

TEACHER

In the morning

In the afternoon

In the evening

At night

SESSION 2

STUDENTS

This kind of flashcards is thought to be coloured by the students if there is some time remaining. Moreover, the teacher can choose the way that they have to cut the picture and the corresponding name: together or separately. Look at the examples:

Get up

Go to sleep

Go to school

Have breakfast

Have lunch

Have dinner

Play computer games

Play in the playground

Watch TV

Go home

Do my homework

In the morning

In the afternoon

In the evening

At night

FLASHCARDS SESSION 3

TEACHER

This clock can be shown to the students during the different activities to help them but it will not be used in any particular activity.

Oâ€™clock

A quarter to

A quarter past

Half past

FLASHCARDS SESSION 4

TEACHER

The teacher should print two copies of each time in order to have enough to complete the grid.

07 : 00

07 : 30

08 : 00

08 : 15

08 : 30

08 : 45

09 : 00

10 : 15

10 : 45

11 : 00

11 : 30

12 : 00

12 : 30

01 : 00

01 : 30

02 : 00

03 : 00

04 : 30

05 : 00

05 : 30

06 : 00

06 : 30

07 : 00

07 : 15

07 : 30

07 : 45

08 : 00

08 : 30

09 : 00

09 : 15

09 : 30

09 : 45

10 : 00

10 : 30

11 : 00

PRIOR KNOWLEDGE QUESTIONNAIRE

My name is.......................................................................... Course: ………….…………..…… 1) Listen and underline the correct answer. o In the afternoon, Julie… plays basketball plays computer games goes to the swimming pool o Julie has lunch at…

13 : 30 12 : 00 12 : 30

o Julie goes to sleep at… 9 : 00 8 : 00 9 : 15

2) True or false.  Julie goes to school at nine o’clock.  Julie has breakfast at a quarter past ten.  Julie has lunch in the school canteen.  Julie plays computer games with her mother.  Julie is moving to Portugal next year.

CONTROLLING STUDENTS’ SEATS Table 4 1. 2. 3. 4. 5.

Table 3 1. 2. 3. 4. 5.

Table 2 1. 2. 3. 4. 5.

Table 1 1. 2. 3. 4. 5.

Table 5 1. 2. 3. 4. 5. Table 13

Table 6

1. 2. 3. 4. 5.

Table 14

Table 7

1. 2. 3. 4. 5.

1. 2. 3. 4. 5. Table 8 1. 2. 3. 4. 5. Table 9 1. 2. 3. 4. 5.

Table 10 1. 2. 3. 4. 5.

Table 11 1. 2. 3. 4. 5.

Table 12 1. 2. 3. 4. 5.

WORKSHEET ABOUT ASKING THE TIME

ABOUT YOU:

 What is your name? My name is …………………………………………………………………………………………………………………….  What time do you have breakfast? I have breakfast at ……………………..…………………………………………………………………………  What time do you watch TV? I watch TV at ………………………………………………………………………………………………………………..  What time do you go to sleep? I go to sleep at ……………….…………………………………………………………………………………………… ABOUT YOUR PARTNER:

 What is your name? ...............................................................................................  What time do you watch TV? ….………………………………………………………………………….. ……………………………………………………………………………………………………………………………………………………………………..  What time do you do your homework? ……..……………………………………..…… ………………………………………………………………………………………………………………………………………………………………………  What time do you go to sleep? ……………………………..……………………………………………….. FIND ANOTHER PARTNER:

 What is your name? ...............................................................................................  What time do you watch TV? ….………………………………………………………………………….. ……………………………………………………………………………………………………………………………………………………………………..  What time do you do your homework? ……..……………………………………..…… ………………………………………………………………………………………………………………………………………………………………………  What time do you go to sleep? ……………………………………………………………………………..

THE WRITTEN FORMAT OF THE MESSAGE

Hello, My name is Julie and I am from Southampton. I am 8 years old. Throughout this letter I will tell you what I do during a school day. In the morning, I get up at 7 o’clock and I go to school by bus at half past eight. I have breakfast at a quarter past ten and I play with my friends in the playground until a quarter to eleven. Then, I do Science or Mathematics. I have lunch in the school at 12 o’clock and I start the school again at half past one in the afternoon. I go home at three o’clock and I play computer games with my brother. In the evening, I have dinner at half past six and I do my homework at a quarter past seven. At night, I go to sleep at 9 o’clock. What about you? I am moving to Spain next year and I don’t know if it is different or not. Bye, bye!

SCHEDULE GRID FOR COMPARISONS This grid can be printed in a big paper, projected on the whiteboard or it can be copied in the blackboard. In any case, the teacher should take into account the size of the flashcards that will be used to fill it in.

SOUTHAMPTON

ACTIONS

IN THE MORNING

IN THE AFTERNOON

IN THE EVENING

AT NIGHT

CASTELLBISBAL

GRID FOR THE ANSWERS

Colour the correct words to your answer: In the morning

In the afternoon

In the evening

At night

When do you …………………………………………………………………………………..………………………………….?

I ……………………………………………………………………………..………….……………………………………………………………..… at ………………………………………………………………………..……………………………………………………………………………….. Complete the sentence following the example: In the afternoon, we study English at half past six. ……………….…………………………………………………………….….., we ……………….……………………………………………. at …………………..…………………………………………………………….………………………………………………………………….….

Go to the computer and find a picture

WORKSHEETS TO PRACTISE

1. True or false

2. Complete

3. Match and draw the clockwise

4. Order the pictures and write the time.

LISTENING A: Hello! What’s your name? B: Hello! My name is Maria. A: How old are you? B: I am 21 years old. A: What do you do? B: I am a teacher. A: On school days, what time do you get up? B: I usually get up at half past six in the morning. A: And what time do you have breakfast? B: I have breakfast at eleven o’clock. A: What time do you have lunch? B: I have lunch at twelve o’clock. A: What time do you go home? B: I go home at a quarter to five in the afternoon. A: What time do you do your homework? B: I do my homework at a half past five in the afternoon. A: What time do you watch TV? B: I watch TV at a quarter past seven in the evening. A: What time do you have dinner? B: I have dinner at a quarter to nine at night. A: What time do you go to sleep? B: I go to sleep at half past ten. A: Ok. Thank you very much. B: You’re welcome. See you later. A: Bye, bye.

FINAL TEST

My name is................................................................. Course: …..…………………… 1) Listen and match. Have dinner

IN THE MORNING

Watch TV

IN THE AFTERNOON

Get up

IN THE EVENING

Go home

AT NIGHT

Do my homework 2) Listen and number the clocks

3) True or false A. You have breakfast in the afternoon. B. You go to the school at night. C. You have breakfast in the morning. D. You go to sleep at night. 4) Match the sentences with the clocks. I go home at a quarter to six

I have lunch at half past one

I get up at seven oâ€™clock

I play computer games at a quarter past six