TS TE Unit6 0

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
L
e
s
s
o
n
1
44
6
Homework Book page 19
9789706507612_Txt_p44 44 28/8/07 12:18:00
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
Newer 9789706507792_T44_p176.ind94 94 13/11/07 15:25:25
D.R. Macmillan Publishers, S.A. de C.V. 2008 www.macmillanyounglearners.com
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.
1
T
R
A
CK 3
7
Look and listen. Say the words.
Play the CD; ask the children to point to the
pictures as they hear the words.
Play the CD again; say Say the words. The
children say the words.
Stick the picture cards on the board and point
to them at random. The children shout out
the words.
2 Write 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 words
in their book, spelling them as they write.
Repeat for all the picture cards in any order.
3 Have a spelling race.
Put the children in two teams. Say Have a
spelling race.
Choose one child from each team to come to
the board.
Wrap up
Go around the class giving children diferent 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 the
Teacher Twister:
Stick the Teacher Twister on the board with the
picture cards around it. Put the children in two
teams. Spin the Twister and ask the class to call
out the word the arrow lands closest to. Then
invite a child from each team to the board to
race to write and spell the word.
To do Exercise 3 differently:
Put the children in pairs; they take turns. One
child calls out a phrase and their friend spells it.
Repeat to use all the target vocabulary. Monitor.
Unit 6 Lesson 1
T44
1 Look ond ||sten. Soy the words.
2 Wr|te the words |n Exerc|se 1.
3 Hove o spe|||ng roce.
1
2
3
4
5
7
8
ce .c

ce ce

tce c s.we

. t. :ec

. t. sc..

et .,

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gc Ic .
Lecl L-e-cl
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1
44
6
Homework 8ook poge 1?
7612_TS3_U6_pp44_51_4P.indd 44 29/10/07 16:50:37
Call out the first part of a phrase from Exercise
1 (e.g. take a ). The children race to write
the complete phrase on the board (e.g. take a
shower) and spell it aloud. The child who writes
and spells the phrase correctly first wins a point
for their team.
Repeat until you have called out all the target
vocabulary at least once. At the end, the team
with the most points wins.
New 9789706507792_T44_p176.indd 95 7/11/07 16:35:42
OPTIONAL ACTIVITIES
To extend Exercise 1:
Put the children in pairs.
Ask the children to practice the dialogues and
take 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 lunch Materials: 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.
1
T
R
A
CK 3
8
Listen and match.
Ask the children to look at the pictures and tell
you what the boy is doing in each one.
Play the CD; ask the children to look at the
dialogues as they listen.
Play the CD again; pause after each question
and answer. Say Match. The children match the
dialogues to the pictures.
Read the dialogues aloud one at a time.
The children point to the correct picture.
2 Draw a picture from your day.
Talk to a friend.
Ask Are you taking a shower? Are you going to
bed? Elicit Yes, I am/No, Im not answers 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 their
day. Monitor.
Put the children in pairs; they take turns. Ask the
children to read the example dialogue then ask
and answer about their picture with their friend.
3 Complete the question.
Circle the answer.
Ask the children to look at the picture and read
the question and answer choices.
Ask the children to complete the question and
circle the correct answer. Monitor.
New 9789706507792_T44_p176.indd 96 7/11/07 16:35:43
2
4
3
Are you
1
New 9789706507792_T44_p176.indd 97 7/11/07 16:35:46
living room
Im not going to bed
New 9789706507792_T44_p176.indd 98 7/11/07 16:35:49
Gram
m
ar
W
orkout
3
1 Read and figure out the puzzle.
Im not taking a shower in the bathroom. Im not playing soccer in the
yard. Im not having breakfast in the kitchen. Im not getting up in the
bedroom. Where am I? Im in the .
2 Write a puzzle for a friend.
Im not
.
Where am I? Im in the .
going not bed Im to
.
Write the words in the correct order.
46
6 Lesson
3
Homework Book page 20
9789706507612_Txt_p46 46 28/8/07 12:18:30
1 Read and figure out the puzzle.
Ask the children to look at the pictures and tell you one
more action the boy is NOT doing (e.g. He isnt going
to bed.).
Put the children in pairs. Ask them to read the puzzle
aloud in their pairs and figure it out. Monitor.
Choose diferent children to read a sentence each.
Ask the children to shout out the answer to the puzzle.
2 Write a puzzle for a friend.
Ask the children to write a puzzle for their friend. Make
sure they understand that they need to write negative
sentences for about four of the pictures so their friend
can figure out the puzzle. Monitor.
Put the children in pairs; they take turns. The children
work out their friends puzzle. Monitor.
3 Write the words in the correct order.
Ask the children to look at the picture. Say Im going to
bed? and shake your head. Say No!
Ask the children to write the words in the correct
order. Monitor.
Grammar extension
Unit 6 Lesson 3
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 star
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 another
puzzle. Put the children in new
pairs for them to figure out their
friends puzzle.
Homework
Wrap up
Ask the children to walk out of the classroom as if they
were having lunch.
T46
Need a
Wake Up?
See p.ix.
New 9789706507792_T44_p176.indd 99 1/5/08 13:53:39
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,
midnight Vocabulary review: go home, get up, sleep, have
dinner, go to bed, have lunch Grammar review: Whats he/
she doing? Hes/Shes ing Materials: 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.
1
T
R
A
CK 3
9
Listen and point. Say the words.
Hold up your book. Point to the pictures
at random and ask the children to mime
something they do at that time of the day.
Play the CD; ask the children to point to the
pictures as they listen.
Play the CD again; say Say the words. Pause after
every word for the children to repeat.
Say mo Put your hand to your ear to elicit
morning. 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 the
exercise. The second child asks the third child
Whats he/she doing? The third child answers.
Continue until the groups have mimed all
the 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 morning and a picture
for night.
T47
2 Look at the pictures. Talk to a friend.
Then write.
Ask the children to look at the pictures and
decide what time of day each one is.
Put the children in pairs. Ask them to read the
example dialogue then talk about the pictures
with their friend.
Say Write. The children write to complete the
sentences. Monitor.
Ask diferent children to read out a
sentence each.
New 9789706507792_T44_p176.indd 100 7/11/07 16:35:51
getting up morning
sleeping midnight
having dinner evening
going to bed night
having lunch noon
New 9789706507792_T44_p176.indd 101 7/11/07 16:35:54
Its 2 oclock in the afternoon
Its 3 oclock in the afternoon
Its 9 oclock at night
time
New 9789706507792_T44_p176.indd 102 7/11/07 16:35:57
Unit 6 Lesson 5
Vocabulary extension
Warm 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
Draw clocks on the board showing the times
from the exercise and other clocks showing
diferent times. Point to the clocks at random
and say What time is it? The children call out
the time and time of day. Its OK if they call out
morning/night for some times (e.g. 7 oclock in
the evening/at night, etc.).
1
T
R
A
CK 4
0
Sing the song.
Say What time is it? See if any of the children can
answer. If not, tell them the time and add the
time of day (in the morning/afternoon).
Play the CD; ask the children to follow
the words.
Play the CD again; ask the children to join in
with 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.
2
T
R
A
CK 4
1
Sing the song again. Write the
times from the song.
Divide the children into four groups and
allocate each group a verse. Play the CD for
the groups to sing along to their verse.
Homework
T48
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 diferent times and ask the
children to put their arms where the hands of the clock are for that
time. Repeat quickly with diferent times to make it fun!
Put the children in pairs. Ask them to read the
example and fnd the times in the song. Monitor.
Ask the children to write the times. Monitor.
Choose diferent pairs to read out a question
and answer.
3 Complete the question.
Ask the children to look at the clock and read
the question and answer.
Ask what the question is. Elicit What time is it?
Ask the children to complete the
question. Monitor.
New 9789706507792_T44_p176.indd 103 7/11/07 16:35:58
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 diferent times!
1
T
R
A
CK 4
2
Read: Late for School
Ask the children to look at the pictures and tell you
what 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 the
children to read along. Half the class read Moms part
and half read Daisys. Encourage them to use
character voices.
2 Read the story again. Answer
the questions.
Put the children in pairs. They choose a character each
(Mom or Daisy) and read the story. Encourage them to
use character voices again.
Say Answer 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 diferent sentences from
the story and ask the children to call
out the name of the character who
says the sentences.
New 9789706507792_T44_p176.indd 104 7/11/07 16:35:59
Its 7 oclock
Its 8 oclock
New 9789706507792_T44_p176.indd 105 7/11/07 16:36:02
2 1 3
morning
New 9789706507792_T44_p176.indd 106 7/11/07 16:36:06
1 Listen and match. Then say.
2 Look at the example. Draw your picture. Then write.
Have a nice day.
1
Good morning. 3
2
Good night.
Im
talking to my teacher
.
Its
9 oclock in the morning
.
Im .
Its .
3 Write the right thing in the
speech bubble.
Good _______________ .
Good morning.
Lesson
7
50
6
Project Time, Level 3, Unit 6
9789706507612_Txt_p50 50 28/8/07 12:19:10
Unit 6 Lesson 7
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 diferent times of
day New vocabulary: Have a nice day, Good night, Good
morning Vocabulary review: talk, morning, 9 o clock
Grammar review: Im ing, in the morning Materials:
Class CD
Say the Right Thing
1
T
R
A
CK 4
3
Listen and match. Then say.
Ask the children to look at the pictures and find
the sun (picture 3).
Play the CD; ask the children to follow the words.
Play the CD again; ask the children to match the
speech bubbles with the pictures. Monitor.
Go around the class pointing to the pictures at
random. Each time ask the children to say the
right thing.
2 Look at the example. Draw your
picture. Then write.
Ask the children to look at the picture and tell
you where the boy is (at school).
Ask the children to read the speech bubble and
the sentences.
Say Draw your picture. Then write. The children
draw and write. Monitor.
Ask the children to hold up their picture and
shout out the speech bubble. Then choose
children to read their sentences.
OPTIONAL ACTIVITIES
T
R
A
CK 4
3
To do Exercise 1 diferently:
Ask the children to look at the pictures and read
the speech bubbles.
Say Match the speech bubbles with the pictures.
The children match. Monitor.
Play the CD; the children check to see if they
were 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 morning or Good night). Repeat around the class using
diferent words each time.
Homework
Ask the children to write Have a nice day!
in their notebook and draw themself
going to school.
T50 Project Time, Level 3, Unit 6
3 Write the right thing in the
speech bubble.
Ask the children to raise their hand when they
know the right thing for the speech bubble.
Choose a child to tell you the answer.
Ask the children to write the right thing in the
speech bubble. Monitor.
Ask the children to stand up, mime being
the character in the picture and say the
speech bubble.
New 9789706507792_T44_p176.indd 107 1/5/08 13:57:05
Unit 6 Lesson 8
See p.170 for unit test.
Review
OPTIONAL ACTIVITIES
To do the review lesson diferently:
Stick the Twister on the board and write 16
around it.
Spin the Twister for each exercise to decide
how many answers the children write.
1
65
4
3 2
Another way to do the review lesson:
Ask one child to spin their Twister to decide how
many answers to write. Repeat with diferent
children for each exercise.
Write the number. Review your lessons.
Choose a number between 1 and 6 for each
exercise, choosing larger numbers for the things
you feel the children need more practice in.
Ask the children to write the numbers in the
rubric for each exercise.
1 Write __ phrases from Lesson 1 in
your notebook.
Hold up your book and point to the pictures.
The children call out each phrase then write it
in their notebook.
2 Mime __ actions from Lesson 1.
Ask: Are you having lunch?
Put the children in pairs; they take turns miming
and asking questions. Monitor.
3 Write __ negative sentences about
yourself in your notebook: Im not
getting up.
Ask the children to say negative sentences
about things they are not doing. Monitor.
Say Write. The children write their sentences.
4 Spell __ words from Lesson 4.
Write the first two letters for each picture
on the board.
Point to the letters and ask the children to shout
out the word then spell it. Repeat with all the
letters on the board.
5 Draw __ clocks. Ask: What time is it?
Answer: Its 8 oclock.
Ask the children to draw clocks with diferent
times in their notebook. Monitor.
Put the children in pairs; they take turns asking
and answering about the times on their clocks.
Lesson objective: consolidate vocabulary and grammar
from the unit Vocabulary review: daily routines, noon,
afternoon, evening, night, midnight Grammar 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, morning and
midnight. Invite children to write one of the words correctly
on the board.
T51
Wrap up
Ask the children to stand up. Do diferent 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.
New 9789706507792_T44_p176.indd 108 7/11/07 16:36:08
New 9789706507792_T44_p176.indd 109 7/11/07 16:36:10

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1 Look and listen. Say the words.

2 Write the words in Exercise 1.

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