TOP NOTCH FUNDAMENTALS

UNIT 5: Events and Times

LESSON 1
Ms. Pineda

 Introduce communication goals.

VOCABULARY

 Have students listen and repeat the new vocabulary (What time is
it?). p. 36
 Students watch a short video (Flash card player) What time is it?
 Have students count together from 1-60.
 Have students repeat individually.
 Explanation's teacher about special features about telling the time
in English..
 Have students take turns dictating different times to a partner and
writing them.

PRONUNCIATION

 Students watch a short video (Flash card player) Sentence

rhythm.
 Have students listen and pay attention to the sentence rhythm.
 Have students listen again and repeat chorally.

PRONUNCIATION PRACTICE

 Have students work in pairs and look at the map and ask to the
partner about times around the world. p. 36

VOCABULARY

 Have students listen and study the words and the clocks in the
pictures. p. 37
NOW YOU CAN CONFIRM THAT YOU'RE ON TIME

 Have students read and listen the short conversation. p. 37

 Have students practice the conversation with a classmate.

CONVERSATION ACTIVATOR

 Have students work in pairs and prepare their conversation. P. 37

 Have students use different ways to say the time.
 Students role play.

CHANGE PARTNERS

 Have students change the conversation with a new classmate and

talk about the times.

LESSON 2: TALK ABOUT THE TIME OF AN EVENT

VOCABULARY

 Have students read an listen the new vocabulary (Events) p. 38

 Have students listen and repeat chorally.
 Students watch a short video (Flash card player) about events.
 Have students practice the vocabulary booster: More events. p.
127.

LISTENING COMPREHENSION

 First listening: Have students write the name of the event.

 Second listening: Have students circle the time.
 Third listening: Have students confirm their answers. P.
38

VOCABULARY

 Teacher introduces the days of the week.

 Have students listen and repeat the words.
  Have students practice in pairs the vocabulary.

GRAMMAR

*Introduce grammar (p.p.p) Be Questions about

time/Prepositions at and on.

GRAMMAR PRACTICE

 Have students complete the questions and answer. p. 39

 Have students complete the 2 worksheets given by the teacher
about time/prepositions at and on.
 Discuss the answers with the whole class.

NOW YOU CAN TALK ABOUT THE TIME OF AN EVENT

 Have students read and listen the short conversation. p. 39

 Have students practice the conversation with a classmate.

CONVERSATION ACTIVATOR

 Have students work in pairs and prepare their conversation. P. 39

 Have students look at the different events and asks questions
recycling the language seen in class.
 Students role play.

CHANGE PARTNERS

 Have students change the conversation with a new classmate and

talk about different events.

LESSON 3: ASK ABOUT BIRTHDAYS

VOCABULARY

 Have students listen and repeat the new vocabulary (Ordinal

Numbers). p. 40
 Students watch a short video (Flash card player) ordinal numbers.
 Have students repeat chorally.
 Have students underline the last two letters in each word.
  Have students identify and pronounce all the syllables in the
ordinal numbers.

VOCABULARY

 Have students listen the audio about months of the year.

 Have students repeat the new vocabulary p. 40

LISTENING COMPREHENSION

 First listening: Model the first item with the class.

 Second listening: Have students repeat, and confirm the answers
about dates on the calendar. p. 40

PAIR WORK

 Have students first write a list of the dates they will read to their
partners.
 Check their partner's answers.

GRAMMAR

 Introduce grammar (p.p.p) about Prepositions in, on and at for

dates and times: summary

GRAMMAR PRACTICE

 Have students complete the sentences using in, on or at p. 41

 Have students complete 2 worksheets given by the teacher about
prepositions: summary.
 Discuss the answers with the whole class.

NOW YOU CAN ASK ABOUT BIRTHDAYS

 Have students read and listen the short conversation. p. 41

 Have students practice the conversation with a classmate.
 Have students perform the conversation in front to the class.
CONVERSATION ACTIVATOR

 Have students watch a short video/conversation activator video and

personalize the conversation in front of the class. (Ask about birthdays)
 Have students work in pairs and personalize their conversation.
 Students role play.
 Have students recycle the vocabulary seen in class. p. 41

EXTENSION

 Have students read the announcements. What are the events this week?
P. 42
 Have students complete the worksheet given by the teacher extra reading
comprehension p. 42
 Have students correct all the mistakes using information from the
reading. p. 42

GROUP WORK

 Have students complete the chart about classmates’ birthdays p. 42

 Have students complete the grammar booster p. 138
 Have students practice with the song video and karaoke video.

REVIEW

PAIR WORK

 Have students ask question about the day, date and time of events and
practice a short conversation.
 Have students model the conversation. p. 43

WRITING

 Have students complete the writing booster. p. 147

GAMES

 Students play a game on the tv about events and times.

 Have students take turns to participate.