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**and half hour (Objective repeated in Block D Units 1, 2 & 3)
**

Write on the board: Morning Afternoon Night

Ask the children for activities/ things that they do each day. For each response ask: Q Do you do that in the morning, afternoon or night? Write each response under the appropriate heading. Read the morning list together with the children. Ask: Q Which of these things do you do first? Q What do you do next? Work with the children to re-write the list in order. Repeat the discussion for the other two lists. Ask questions: Q Do you get washed before you go to school or after? Q What do you do between playtime and dinner time? In pairs, children act out an activity from the lists and their partner chooses the appropriate label from to hold up: morning, afternoon or night. After a few turns children swap roles. • • • • • Recite the days of the week together. Repeat several times. Place cards with names of the days of the week along the ledge of the board in order, say each day as you place cards. Mix the cards up and ask the children to identify Monday. Place this card first. Repeat with each day in turn. Point to Monday and ask the children to say things they do on Mondays, e.g. go to school, watch a particular programme on T.V. Repeat this discussion for each day in turn. Establish which days are weekdays and weekends. Ask the children to close their eyes and remove one of the cards.

Q Which day have I hidden? How do you know? Encourage the children to give responses that include knowing the day before or after, or reciting the days in order until coming to the missing one. Replace the card and repeat for other days. • In pairs children to use the Resource sheet Y1 37 with the days cut out to place on the grid in the correct order. Turn each card over one at a time and place in the correct position on the grid. • Repeat the activities from the class discussion – removing or swapping cards for their partner to find. • Use ITP ‘Tell the Time' or large clock face on OHP or drawn on board. • Set the clock to 1o’clock and steps of one hour. Ask: Q Q Q Q Q • What are the numbers on the clock face? Can you describe the position of the hands? What time does the clock show? How long will it take for the little hand to go all the way around the clock? What time would it be now? Show 2 o’clock on the ITP and ask:

Q If the little hand was pointing to the three and the big hand was pointing to the 12, what time would it be? Ask a volunteer to come out and change the time to 3 o’clock. Repeat with other times and volunteers. Children to have hand held clocks and make the times in response to teacher questioning and then demonstrate on the ITP. In pairs children turn over cards from Resource sheet Y1 38 and make the o’clock on hand held clock for partner to check. Swap roles. • Use ITP ‘Tell the Time’ or large clock face on OHP or drawn on board. • Set the clock to 1o’clock and steps of one hour. Ask: Q What time does the clock show? Q What time will the clock show in one hour? Q How many times does the big hand have to move around the clock so that the little hand will point to 12 o’clock? Establish it will have to move forward around the clock face twelve times. Demonstrate how to move the time on the clock forward one hour and count one. Repeat incrementing in hours and get the children to count with you until the clock face shows 12 o’ clock. Say that this would be noon, the middle of the day or half way through the day. Ask: Q How many hours are there in a day? Establish the hour hand would have to move on another twelve hours to reach midnight, the middle of the night. Demonstrate the hour hand incrementing in hours and count with the children. Children to work in pairs and use the Resource sheet Y1 39 cut into a pack of cards. Place the cards in a pile face down and take turns to turn over one card at a time and say the o’clock displayed. Follow up game – children turn all the cards face up and put times in the right order.

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• • •

Recite the days of the week together. Repeat several times. Next move on to reciting the months of the year and discuss which month it is at the moment. Place the washing line up in the classroom. Ask pupils to estimate where along the line, the randomly picked months of the year would be placed. Place along the line, paying particular attention to the months that come before and after each month. When all of the cards have been placed on the line, recite the months of the year with the pupils. Using a counting hoop, with twelve divisions, ask pupils to recite the names of the months of the year. At various intervals stop and ask

Q Which month would come after January? Before September? etc. Next, introduce the seasons of the year cards and introduce the seasons to the children. Explain that there are four seasons in the year and that each season is made up of four months. One by one replace the months of the year cards with the season cards so that the hoop is split into the four seasons. Ask the pupils Q What type of weather would you see in Winter? Encourage the children to give responses that include snow, ice, cold weather, etc. Repeat questioning for the other seasons of the year. Ask Q What would a tree look like in Winter, Spring, Summer and Autumn? Give pupils Activity sheet Y1 40 and ask pupils to fill in each section on the activity sheet, considering the type of weather and what the tree would look like for each season. • • Recite the seasons of the year. Remind the children that there are 4 seasons in the year, winter, spring, summer and autumn.

Ask the children what a tree would look like for each season in the year. Ask: Q What might the weather be like in Spring? Q Would a tree have many leaves in Winter? Q Would you wear a big coat in Summer? Establish that at would be appropriate to wear different types of clothes at different times of the year, because of the weather. Introduce pupils to the cards from Activity sheet Y1 41 and pick two cards one showing a season and the other an item of clothing. Ask the children if the two cards match, e.g. Q Would I wear sunglasses in Winter? Encourage the pupils to give an answer, with an explanation to support this. Q Which season would you wear sunglasses in? Is this before or after Winter? In pairs, children should take it in turns to select a season card and an item of clothing or object from the cards from Activity sheet Y1 41. Children should support all answers given with explanations and particularly focus on the seasons that fall before and after others. Using a demonstration or, if available, Interactive Teaching program “Tell the Time” clock, revise reading times to the hour. Encourage children to describe the position of the hands on each clock picture. Holding up a clock, invite a volunteer to show 4 o’clock. Repeat this for a variety of on-the –hour times. Show 3 o’clock and ask Q Imagine it is 3 o’clock. What time will it be in one hour? Encourage children to think about how the hour hand will move around the clock and ask a volunteer to move the hour hand around the clock. Next, ask children to watch whilst the hour hand is moved backwards to show 3o’clock again. Repeat the previous step to find the time that is one hour before. Move the hands on the clock to show half past 3. Ask the children to talk about the difference in times between the two clocks. Q What position are the hands on the clock when the time is half past? Repeat for other half past times. Children will work in pairs, one child using cards from Activity sheet Y1 42 and the other holding a clock face. Children will take it in turns to say the time indicated on the card, whilst the other child will show the time on the clock face.

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RESOURCE SHEET Y1 37

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RESOURCE SHEET Y1 38

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RESOURCE SHEET Y1 39

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ACTIVITY SHEET Y1 40

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ACTIVITY SHEET Y1 41

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ACTIVITY SHEET Y1 42

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ACTIVITY SHEET Y1 42 (page 2)

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UsefulNot useful- D.3.1 Understand subtraction as ‘take away’ and find a ‘difference’ by counting upby grg
- D.3.1 Estimate, Measure, Weigh and Compare Objectsby grg
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- A.3.1 Say the Number That is 1 More or Less Than Any Given Number, And 10 More or Less for Multiples of 10by grg
- E.3.1. Use the Vocabulary of Halves and Quartersby grg
- C.3.1 Describe Ways of Solving Puzzles and Problems, Explaining Choices and Decisions Orally or Using Picturesby grg
- B.3.1 Use the Vocabulary Related to Addition and Subtraction and Symbols to Describe and Record Addition and Subtractionby grg

- C.3.1 Answer a Question by Selecting and Using Suitable Equipment, And Sorting Information, Shapes or Objectsby grg
- B.3.1 Visualise and Name Common 2-D Shapes and 3-D Solids and Describe Their Featuresby grg
- E.3.1 Describe a Puzzle or Problem Using Numbers, Practical Materials and Diagramsby grg
- E.3.1 Count on or Back in Ones, Twos, Fives and Tensby grg

- A.3.1 Compare and Order Numbers, Using the Related doc Use the Equals (=) Signby grg
- A.3.1 Read and Write Numerals From 0 to 20, Then Beyondby grg
- D.3.1 Solve Problems Involving Counting, Adding, Subtracting, Doubling or Halving in the Context of Numbersby grg
- D.3.1 Relate Addition to Counting on.doc; Recognise That Addition Can Be Done in Any Orderby grg

- E.3.1 Describe Simple Patterns and Relationships Involving Numbers or Shapesby grg
- E.3.1 Recall the Doubles of All Numbers to at Least 10by grg
- B.3.1 Derive and Recall All Pairs of Numbers With a Total of 10 and Addition Facts for Totals to at Least 5by grg
- E.3.1 Solve Practical Problems Combining Groups of 2, 5 or 10 or Sharing Into Equal Groupsby grg

- D.3.1 Understand subtraction as ‘take away’ and find a ‘difference’ by counting up
- D.3.1 Estimate, Measure, Weigh and Compare Objects
- C.3.1 Answer a Question by Recording Information in Lists and Tables
- D.3.1 Identify Objects That Turn About a Point (e.g. Scissors) or About a Line (e.g. a Door)
- A.3.1 Say the Number That is 1 More or Less Than Any Given Number, And 10 More or Less for Multiples of 10
- E.3.1. Use the Vocabulary of Halves and Quarters
- C.3.1 Describe Ways of Solving Puzzles and Problems, Explaining Choices and Decisions Orally or Using Pictures
- B.3.1 Use the Vocabulary Related to Addition and Subtraction and Symbols to Describe and Record Addition and Subtraction
- C.3.1 Answer a Question by Selecting and Using Suitable Equipment, And Sorting Information, Shapes or Objects
- B.3.1 Visualise and Name Common 2-D Shapes and 3-D Solids and Describe Their Features
- E.3.1 Describe a Puzzle or Problem Using Numbers, Practical Materials and Diagrams
- E.3.1 Count on or Back in Ones, Twos, Fives and Tens
- A.3.1 Compare and Order Numbers, Using the Related doc Use the Equals (=) Sign
- A.3.1 Read and Write Numerals From 0 to 20, Then Beyond
- D.3.1 Solve Problems Involving Counting, Adding, Subtracting, Doubling or Halving in the Context of Numbers
- D.3.1 Relate Addition to Counting on.doc; Recognise That Addition Can Be Done in Any Order
- E.3.1 Describe Simple Patterns and Relationships Involving Numbers or Shapes
- E.3.1 Recall the Doubles of All Numbers to at Least 10
- B.3.1 Derive and Recall All Pairs of Numbers With a Total of 10 and Addition Facts for Totals to at Least 5
- E.3.1 Solve Practical Problems Combining Groups of 2, 5 or 10 or Sharing Into Equal Groups
- D.3.1 Visualise and Use Everyday Language to Describe the Position of Objects and Direction and Distance When Moving Them
- C.3.1 Use Diagrams to Sort Objects Into Groups According to a Given Criterion
- D.3.1 Use Vocabulary Related to Time