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1 Look and listen. Say the words.

2 Write the words in Exercise 1.

3 Have a spelling race.

1

2

3

4

5

6

7

8

have lunch

have dinner

take a shower

go to bed

go to school

get up

go home

go to

bed! b-e-d!

have breakfast

Lesson 1

44

6

Homework Book page 19

h a v e

l u n c h

h a v e

b r e a k f a s t

g e t u p

t a k e a

s h o w e r

g o

h o m e

h a v e

d i n n e r

g o t o

s c h o o l

g o t o

b e d

D.R. Macmillan Publishers, S.A. de C.V. 2008 www.macmillanyounglearners.com

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Vocabulary presentation

Lesson objective:learn vocabulary for daily routines

New vocabulary: go to school, have lunch, have dinner,

take a shower, go to bed, have breakfast, get up, go home

Materials:Class CD Unit 6 Picture Cards Teacher

Twister (optional) Homework Book

Warm up

Act out verbs the children have learned so far (play, walk,

write, talk, etc.). The children guess the verb then spell it.

1TRACK37

Look and listen. Say the words.

Play the CD; ask the children to point to thepictures as they hear the words.

Play the CD again; say Say the words.Thechildren say the words.

Stick the picture cards on the board and point

to them at random. The children shout outthe words.

2Write the words in Exercise 1.

Point to one of the picture cards on the board.The children say the words.

Say Write the words. The children write the wordsin their book, spelling them as they write.

Repeat for all the picture cards in any order.

3Have a spelling race.

Put the children in two teams. Say Have aspelling race.

Choose one child from each team to come tothe board.

Wrap up

Go around the class giving children different verbs from the target

vocabulary (have , go , get , or take ) and asking them to

complete the phrase. Repeat as many times as possible.

Homework

Ask the children to complete p.19 in

their Homework Book.

OPTIONAL ACTIVITIES

To do Exercise 3 using theTeacher Twister:

Stick the Teacher Twister on the board with thepicture cards around it. Put the children in twoteams. Spin the Twister and ask the class to call

out the word the arrow lands closest to. Theninvite a child from each team to the board torace to write and spell the word.

To do Exercise 3 differently:

Put the children in pairs; they take turns. Onechild calls out a phrase and their friend spells it.Repeat to use all the target vocabulary. Monitor.

Unit 6 Lesson

T4

Call out the first part of a phrase from Exercise1 (e.g.take a ). The children race to writethe complete phrase on the board (e.g. take ashower) and spell it aloud. The child who writesand spells the phrase correctly first wins a pointfor their team.

Repeat until you have called out all the target

vocabulary at least once. At the end, the teamwith the most points wins.


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OPTIONAL ACTIVITIES

To extend Exercise 1:

Put the children in pairs.

Ask the children to practice the dialogues andtake turns acting out the boy in the pictures.

Grammar presentation

Lesson objective:ask and answer about daily routines

New grammar: Are you ing? Yes, I am. No, Im not.

Vocabulary review: go to bed, get up, have breakfast,

take a shower, have dinner, have lunchMaterials:Class CD

Unit 6 Picture Cards

Warm up

Draw a small part of one of the pictures from Lesson 1

on the board. The children guess the activity. Repeat with

other pictures.

1TRACK38

Listen and match.

Ask the children to look at the pictures and tellyou what the boy is doing in each one.

Play the CD; ask the children to look at thedialogues as they listen.

Play the CD again; pause after each question

and answer. Say Match. The children match thedialogues to the pictures.

Read the dialogues aloud one at a time.The children point to the correct picture.

2Draw a picture from your day.Talk to a friend.

AskAre you taking a shower? Are you going tobed?Elicit Yes, I am/No, Im notanswers from

the children.

Wrap up

Write the phrases from Exercise 1 on the board (or use the picture

cards). Ask the children to put the phrases in order for their day. Then

ask the children to act out all the phrases in order as fast as they can.

Homework

Ask the children to draw themselves

in bed in their bedroom and write a

sentence about it.

Unit 6 Lesson 2

T45

Ask the children to draw a picture from theirday. Monitor.

Put the children in pairs; they take turns. Ask thechildren to read the example dialogue then askand answer about their picture with their friend.

3Complete the question.Circle the answer.

Ask the children to look at the picture and readthe question and answer choices.

Ask the children to complete the question andcircle the correct answer. Monitor.


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2

4

3

Are you

1


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living room

Im not going to bed


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1 Read and figure out the puzzle.

Ask the children to look at the pictures and tell you onemore action the boy is NOT doing (e.g. He isnt goingto bed.).

Put the children in pairs. Ask them to read the puzzlealoud in their pairs and figure it out. Monitor.

Choose different children to read a sentence each.Ask the children to shout out the answer to the puzzle.

2Write a puzzle for a friend.

Ask the children to write a puzzle for their friend. Makesure they understand that they need to write negativesentences for about four of the pictures so their friendcan figure out the puzzle. Monitor.

Put the children in pairs; they take turns. The children

work out their friends puzzle. Monitor.

3Write the words in the correct order.

Ask the children to look at the picture. Say Im going tobed?and shake your head. Say No!

Ask the children to write the words in the correctorder. Monitor.

Grammar extension

Unit 6 Lesson

Lesson objective:talk about what Im not doing

New grammar:Im not ing, Where am I? Im in the [room/

place] Vocabulary review:take a shower, play soccer, have

breakfast, get up, go to bed Materials: Homework Book

Warm up

Put the children in pairs; they take turns. One child draws a

small detail from one of the pictures in Exercise 1 (e.g. a sta

from the bed cover in the third picture). Their friend finds

the object, points to it in the picture and says what the

boy is doing.

OPTIONAL ACTIVITIES


Ask the children to write anotherpuzzle. Put the children in newpairs for them to figure out theirfriends puzzle.

Homework



Wrap up

Ask the children to walk out of the classroom as if they

were having lunch.

T4

Need a

Wake Up?See p.ix.


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Need a

Fast Filler?See p.ix.

Unit 6 Lesson 4

Vocabulary extension

Lesson objective:learn vocabulary for times of day

New vocabulary: morning, noon, afternoon, evening, night,

midnightVocabulary review:go home, get up, sleep, have

dinner, go to bed, have lunch Grammar review:Whats he/

she doing? Hes/Shes ingMaterials:Class CD

Warm up

Write on the board: bed, home, breakfast, school, lunch,

shower.Point to the words at random and choose children

to say a sentence using that word (e.g. Im taking a shower.).

Demonstrate once if necessary.

1TRACK39

Listen and point. Say the words.

Hold up your book. Point to the picturesat random and ask the children to mimesomething they do at that time of the day.

Play the CD; ask the children to point to thepictures as they listen.

Play the CD again; say Say the words. Pause afterevery word for the children to repeat.

Say moPut your hand to your ear to elicitmorning. Ask the children to spell morning.Repeat with the other words.

OPTIONAL ACTIVITIES


Put the children in groups of three; they take

turns. The first child mimes a picture from theexercise. The second child asks the third childWhats he/she doing?The third child answers.Continue until the groups have mimed allthe pictures.

Wrap up

Play Word Bingo with the words from Exercise 1. Ask the children

to write three words from the lesson then call out letters at random.

The children cross letters out of their words as they hear them.

The first child to cross out all their letters is the winner.

Homework

Ask the children to draw and label a

picture for morningand a picture

for night.

T47

2Look at the pictures. Talk to a friend.Then write.

Ask the children to look at the pictures anddecide what time of day each one is.

Put the children in pairs. Ask them to read theexample dialogue then talk about the pictureswith their friend.

Say Write. The children write to complete thesentences. Monitor.

Ask different children to read out asentence each.


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getting up morning

sleeping midnight

having dinner evening

going to bed night

having lunch noon


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Its 2 oclock in the afternoon

Its 3 oclock in the afternoon

Its 9 oclock at night

time


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Unit 6 Lesson

Vocabulary extensionWarm up

Point to a child and say Its morning. What are you doing?

The child answers (e.g. Im going to school) and has a similar

dialogue with another child. Continue around the class.

OPTIONAL ACTIVITIES

To extend Exercise 2:Draw clocks on the board showing the timesfrom the exercise and other clocks showingdifferent times. Point to the clocks at randomand say What time is it?The children call outthe time and time of day. Its OK if they call outmorning/nightfor some times (e.g. 7 oclock inthe evening/at night, etc.).

1TRACK40

Sing the song.

Say What time is it?See if any of the children cananswer. If not, tell them the time and add thetime of day (in the morning/afternoon).

Play the CD; ask the children to followthe words.

Play the CD again; ask the children to join inwith the second and last lines of each verse.

Play the CD again; ask the children to sing along,stand up and shout Hooray!each time.

2TRACK41

Sing the song again. Write thetimes from the song.

Divide the children into four groups andallocate each group a verse. Play the CD for

the groups to sing along to their verse.

Homework



T4

Lesson objective:talk about time New vocabulary:

What time is it? Its time to Vocabulary review: morning,

go to school, afternoon, have lunch, go home, night, go to bed

Grammar review: in [the morning/evening] Materials:

Class CD Homework Book

Wrap up

Ask the children to stand up. Call out different times and ask the

children to put their arms where the hands of the clock are for that

time. Repeat quickly with different times to make it fun!

Put the children in pairs. Ask them to read theexample and find the times in the song. Monitor.

Ask the children to write the times. Monitor.

Choose different pairs to read out a questionand answer.

3Complete the question.Ask the children to look at the clock and readthe question and answer.

Ask what the question is. Elicit What time is it?

Ask the children to complete thequestion. Monitor.


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Need a

Calm Down?See p.ix.

Unit 6 Lesson 6

Story

Lesson objective:read a story Vocabulary review:

get up, sleep, take a shower, go to school, have breakfast

New vocabulary:Its time for Grammar review:

Are you ing? No, Im not.Materials:Class CD

Warm up

Write on the board: Its time for school/bed/breakfast/

lunch/dinner/a shower/a drink/TV. Say one of the sentences

(e.g. Its time for bed.) and ask What time is it?The children

shout out the time when they do that action. Its OK if

they shout out different times!

1TRACK42

Read: Late for School

Ask the children to look at the pictures and tell youwhat meal is on the table in picture 4 (breakfast).

Play the CD; ask the children to follow the words.

Play the CD again; divide the class into two. Ask thechildren to read along. Half the class read Moms part

and half read Daisys. Encourage them to usecharacter voices.

2Read the story again. Answerthe questions.

Put the children in pairs. They choose a character each(Mom or Daisy) and read the story. Encourage them touse character voices again.

SayAnswer the questions.The children write the

answers. Monitor.Choose two pairs to read a question and answer aloud.

Wrap up

Put the children in pairs; they take turns. One child draws a number

(112) on their friends back. Their friend says the number as a

time (e.g. Its 8 o clock), then says what theyre doing at that time

(e.g. Its 8 o clock. Im taking a shower.).

Homework

Ask the children to listen to the story

again on their Homework Audio CD.

T49

OPTIONAL ACTIVITIES


Read aloud different sentences fromthe story and ask the children to callout the name of the character whosays the sentences.


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Its 7 oclock

Its 8 oclock


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2 1 3

morning


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Unit 6 Lesson

Warm up

Clap your hands seven times, then point to a child and ask

What time is it?(Its 7 oclock). That child then claps between

one and twelve times, points to their friend and asks What

time is it?Their friend answers accordingly. Repeat around

the class.

Lesson objective:say the right thing at different times of

day New vocabulary: Have a nice day, Good night, Good

morningVocabulary review:talk, morning, 9 o clock

Grammar review: Im ing, in the morningMaterials:

Class CD

Say the Right Thing

1TRACK43

Listen and match. Then say.

Ask the children to look at the pictures and findthe sun (picture 3).

Play the CD; ask the children to follow the words.

Play the CD again; ask the children to match thespeech bubbles with the pictures. Monitor.

Go around the class pointing to the pictures atrandom. Each time ask the children to say theright thing.

2Look at the example. Draw yourpicture. Then write.

Ask the children to look at the picture and tellyou where the boy is (at school).

Ask the children to read the speech bubble and

the sentences.

Say Draw your picture. Then write.The childrendraw and write. Monitor.

Ask the children to hold up their picture andshout out the speech bubble. Then choosechildren to read their sentences.

OPTIONAL ACTIVITIESTRACK43

To do Exercise 1 differently:

Ask the children to look at the pictures and readthe speech bubbles.

Say Match the speech bubbles with the pictures.The children match. Monitor.

Play the CD; the children check to see if theywere correct.

Wrap up

Write on the board all the words from the speech bubbles in

Exercise 1 at random. Point to a word then choose a child to give

you a phrase using that word (e.g. for good, the children could say

either Good morningor Good night). Repeat around the class using

different words each time.

Homework

Ask the children to write Have a nice day

in their notebook and draw themself

going to school.

T5Project Time, Level 3, Unit 6

3Write the right thing in thespeech bubble.

Ask the children to raise their hand when theyknow the right thing for the speech bubble.Choose a child to tell you the answer.

Ask the children to write the right thing in thespeech bubble. Monitor.

Ask the children to stand up, mime beingthe character in the picture and say thespeech bubble.


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Unit 6 Lesson 8

See p.170 for unit test.

Review

OPTIONAL ACTIVITIES

To do the review lesson differently:

Stick the Twister on the board and write 16around it.

Spin the Twister for each exercise to decidehow many answers the children write.

165

432

Another way to do the review lesson:Ask one child to spin their Twister to decide howmany answers to write. Repeat with differentchildren for each exercise.

Write the number. Review your lessons.

Choose a number between 1 and 6 for eachexercise, choosing larger numbers for the thingsyou feel the children need more practice in.Ask the children to write the numbers in therubric for each exercise.

1Write __ phrases from Lesson 1 in

your notebook.

Hold up your book and point to the pictures.

The children call out each phrase then write itin their notebook.

2Mime __ actions from Lesson 1.Ask:Are you having lunch?

Put the children in pairs; they take turns mimingand asking questions. Monitor.

3Write __ negative sentences aboutyourself in your notebook:Im notgetting up.

Ask the children to say negative sentencesabout things they are not doing. Monitor.

Say Write. The children write their sentences.

4Spell __ words from Lesson 4.

Write the first two letters for each pictureon the board.

Point to the letters and ask the children to shoutout the word then spell it. Repeat with all theletters on the board.

5Draw __ clocks. Ask: What time is it?Answer:Its 8 oclock.

Ask the children to draw clocks with differenttimes in their notebook. Monitor.

Put the children in pairs; they take turns askingand answering about the times on their clocks.

Lesson objective: consolidate vocabulary and grammar

from the unit Vocabulary review: daily routines, noon,

afternoon, evening, night, midnightGrammar review: Are

you ing? No, Im not. Im not ing, What time is it? Its

Materials:Teacher Twister/Student Twister (optional)

Warm up

Write anagrams on the board for a few of the following

words: breakfast, shower, school, evening, morningand

midnight. Invite children to write one of the words correctly

on the board.

T51

Wrap up

Ask the children to stand up. Do different actions and

say Copy(e.g. wave your hands in the air, hop on one leg,touch the floor, put your hands on your hips, etc.). Change

from one action to another to keep it lively and get the

children moving.


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