Date: Grade: The theme of the lesson

Marking: ______________________________________
Homework: ____________________________________


Date: _______________________________________ Grade: __
The theme of the lesson: Lesson 1 In the morning

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	by the end of the	morning, after-	Textbook, the
- to learn parts of a day	lesson, pupils will	noon, evening,	DVD of the
Developing:	be able to:	What time is it?	book
- to enable pupils to listen,	- say parts of a	in the morn-
read and write about parts	day;	ing, in the af-
of a day	- say what they	ternoon, in the
- to enable pupils to say	do at a particular	evening, get
what they can do at a par-	part of a day;	up, brush teeth,
ticular part of a day	- use the preposi-	have breakfast,
Socio-cultural:	tion in with parts	go to school, play
- to raise awareness of rou-	of a day	games, watch TV
tines

The new theme:

Activity 2 Look and say. 10 min

Objectives: to introduce the words for parts of a day: morning, afternoon, evening;
to introduce the question “What time is it?” and the answer “It is morning/afternoon/evening.”
As the pupils are still shaky on time concepts in Year 2, we found it best to start the first lesson of this unit with establish- ing morning, afternoon, and evening concepts.
STEP 1: Ask the pupils to look at the pictures and say what time of a day they are in their mother tongue. After you get sat- isfactory answers, draw the pupils’ attention to the words under the pictures. Ask them to guess what ‘morning, afternoon, even- ing’ mean in the mother tongue. After that, work on the pronun- ciation of these words: first pronounce the sound  and then have the pupils repeat it, then the word “morning” after you in chorus and individually. Do the same practice with the sounds
 and  and the word “afternoon”. Finally, the sound  and the word “evening”.
STEP 2: Play the DVD. The pupils watch the scenes at first. When they finish, you may ask some pupils what the questions and the answers in the scenes might be in the mother tongue. After that play the DVD the second time having the pupils repeat the questions and answers in chorus.
DVD: 1. A scene of a morning with birds singing. The sen- tence “What time is it?” appears and then its sound. Then the sentence “it is morning.” and its sound. 2. A scene of an after- noon with birds silent. The sentence “What time is it?” appears and then its sound. Then the sentence “it is afternoon.” and its sound. 3. A scene of an evening with birds singing. The sentence “What time is it?” appears and then its sound. Then the sentence “it is evening.” and its sound.