Date: Grade: The theme of the lesson

Marking: ______________________________________
Homework: ___________________________________
Date: _______________________________________ Grade: __

The theme of the lesson: Lesson 4 Let’s play!

Aims	Learning outcomes	Vocabulary and structure	Required equipment
Educational:	by the end of	Recycling the vo-	Pupil’s book,
- to learn to say about daily	the lesson, pu-	cabulary learnt	W o rkbo o k,
routine using the structures;	pils will be able	in this units:	the DVD of
- to recycle the structures and	to:	I get up at…	the book,
vocabulary learnt in previous	- show their	It’s time to...	clock faces
lessons	understanding	am, is, are + adj.	(10), cards
Developing:	of time;		with sentenc-
- to enable pupils to use struc-	- ask and say		es (10)
tures about the daily routines	time in hours,
Socio-cultural:	half-hours;
- to raise awareness of the	- say activities
similarities and differences of	they do at par-
asking and saying the time in	ticular times
english and mother tongue

The new theme:

Activity 2a Work in groups. Play “Time”. 15 min

Objective: to revise saying the time
STEP1: Prepare cards with clocks with different times and the same amount of cards with the sentences corresponding to theses pictures. For example, if you have 20 pupils you should prepare 10 cards with the clocks and 10 cards with the sentences. Divide the class into two groups. Group A pupils will get cards with clocks depicting 6.00, 6.30, 7.00, 7.30, 8.00, 8.30,

1. 
   , 10.30, 11.00, 11.30. Group b will have cards with the sen- tences: “it’s six o’clock”, “it’s six thirty”, “it’s seven o’clock”, “it’s seven thirty”, “it’s eight o’clock”, “it’s eight thirty”, “it’s nine o’clock”, “it’s ten thirty”, “it’s eleven o’clock”, “it’s eleven thirty”.
   

STEP 2: Allocate the cards. Ask the pupils of each group to look at their paper cards. Ask them not to show their cards to each other.

Activity 2b Work in groups. Play “Make a clock line”. 10 min

Objective: to consolidate saying the time
STEP 1: Tell the pupils to imagine a line in the classroom. Point to the place where the line begins and say “This is six thirty”. Then point to a place far from “six thirty” and say “This
is twelve o’clock”.
STEP 2: explain that the pupils should stand along the line in the order of the time and activities they do before they go to school. They will need to look at each other’s cards to find out exactly where they should stand. The pupils should find out who is standing before and after them. When they find their place ask them to stay there until everyone has found the place in the line. STEP 3: When the line is ready, the first pupil must say the time and his/her partner must say the activity s/he does at that
time as shown in the example below: