Primary 3 / Unit 2: Exploring TimePART III: A Day in my LifeAppendix_LANGUAGE
Appendix_LANGUAGE
Activity 20: Planning
The aim of this activity is to warm up the Ss for the forthcoming activities.
Step 1- T and Ss will sing the song ‘It’s time to go to school’ with all the additional stanzas they have learnt so far.
Interaction sample:
T: Right, boys and girls, put on your listening ears. We are going to sing the song ‘It’s time to go to school’. Are you ready?
Step 2- T and Ss will talk about daily routines. Ss will write down the daily routines in one column and in another one they will write occasional actions. Any other action that Ss do during the day will be discussed and placed in the correct column.
T: When we say it’s time to go to school, do we go to school every day?
S: Yes, No. Not on Saturdays and Sundays.
T: We go to school from Mondays to Fridays but not on Saturdays nor Sundays. That’s a daily routine because we do it almost every day. What about having lunch? Do we have lunch every day? Do we? Of course we do. That’s a daily routine.
H please, write ‘go to school’ and ‘have lunch’ under the Daily Routines column. What about riding a bike?
S: No.
T: H please, write ‘ride a bike’ under the Occasional Actions column… What else do you do during the day?
S: We watch TV.
T: Does everybody watch TV every day? Is that a daily routine?
Step 3- T presents the plan for Unit 2-PART III. H (or T) writes down PART III plan in the Classroom Diary. Ss copy the plan in their diaries.
T: Let’s see what things we are going to do in Part III.
PART III planning
We are going to:
-sing a song
-listen to a story
-make my timetable
-write in the Sing & Say Book
-play games
-make a booklet
-work in corners
T: These are the activities that we are going to do in Part III. First we are going to… Second we are going to… And finally we are going to…
H: Boys and girls, copy the plan in your diaries, please!
Activity 21: Song, ‘This is the way’
In this activity Ss will sing the song ‘’This is the way’
T: Today we’re going to sing a new song. It’s called ‘This is the way’. First of all, let’s all stand up. Now, I want you to hum the song.
They will listen to the song and T will encourage Ss to propose movements for each verse.
T: Form a circle, listen to the song and imitate the actions I do/do what I do. So, H, ask them to get in a circle and copy the movements I do while we listen to the song. Now H, give the start, please!
H: Ready, steady, go!
T: Did you pick up any words? This time, we are going to sing the song and do the actions, OK?
Activity 22: Story Telling ‘Elephant Diary’
In this activity T will tell a story.
Step 1- T will introduce the storybook by showing the cover, asking the Ss if they can find the title of the storybook. Ss will make hypotheses about what the story is going to be about.
T: Children, I’m going to tell you the story. So listen carefully.
Chatter, chatter, chatter. FREEZE!
Copy cats, I think we’ve got parrots in this class!
Everybody sit up straight!
Hands on your head, hands on your shoulders, hands on your knees; fold your arms and put your fingers on your lips.
Now that’s better.
Look at the cover. Can anybody tell me the title of the book? What do you think the story is going to be about? How many pages do you think it has?
Step 2- T will tell the story.
T: Well Children, did you enjoy it? Let’s check what we wrote down. Do you want me to read it again?
Activity 23: 24 Timetable
In this activity T and Ss will interact about daily routines and make a Chinese Lantern.
Step 1- T & Ss review everyday actions and write them on the b/b. (make sure that you elicit: sleep, have breakfast/ lunch/ dinner, go to school, have a shower/bath, play, watch TV, do homework).
T: What do you do at night?
Ss: Sleep.
T: And during the day?Yes, I know, we do lots of things. But for example, what do we usually do at half past eight in the morning?
S: I have breakfast.
T: What do you normally do in the morning? What do you usually do in the afternoon? What do you normally do at 8:00?
S: I get up. I go to school. I play football. I have lunch. I play in the park…
Step 2- T & Ss agree about a colour key for those actions, e.g: sleep = purple / attend school = red / etc. Then T will pin an A3 copy of Handout-23A and will write the days of the week in the boxes and explain the Ss that they are going to make a colour timetable. Daily routines: sleep / have breakfast, lunch, dinner / go to school / have a shower, bath / play / watch TV / do homework / … . T and H will interact about T’s daily routines and then H, with that information, will colour the handout according to the key.
T: What colour are we going to choose that will describe the amount of time we sleep?
S: Purple.
T: Now raise your hand those of you, who can say the days of the week? H choose one and ask him if s/he can say the days of the week.
H: Jone, say the days of the week, please.
J: Sunday, Monday,… .
T: Very good! Can anybody tell me what do you call the day after Monday?The day after Friday? What day is before Tuesday? What day is before Thursday? What day is 2 days after Thursday? What day is after Saturday? The first day of the school week? The last day of the school week? Very Good!
T: Boys and girls! Now we are going to talk about our daily routines. H here, is going to ask me some questions like what do you do on Mondays at half past seven in the morning? What do you do on Mondays at one o’clock in the afternoon? What do you do on Tuesdays from one to two? And so on.
H: John, what do you do on Mondays at half past seven in the morning?
T: I get up.
H: What do you do on Mondays from one to two in the afternoon?
T: I have lunch.
…
T: So children do you understand what you have to do? I’m sure you are going to do it very well. Just remember the question: What do you do on Wednesdays/… at…. ? H,hand out a copy to each boy and girl.
H: Group leaders, come to the front of the class/come over here, please. How many do you want?
S: 5 please, thank you.
…
Step 3- Ss will interact in pairs about their daily routines and will fill in their peer’s handout. When they finish, they will work out how long they spend on weekly activities.
T: Right, boys and girls, pay attention. H, there is too much noise. Tell them to be quiet.
H: Be quiet please.
T: That’s much better. Now children, look at this handout. How many hours do I sleep on Saturdays?
S: 8 hours!
T: Well done Ander, say it again.
S: 8 hours
T: How many hours do I watch TV (Telly) on Sundays?
S: 2 hours.
T: Clever girl Eider. All of you are going to figure out first, how many hours a day you do an activity and then, how many hours a week the same activity. For instance, if I write on the b/b the question how many hours a day do you sleep? Kepa, answer me please. How many hours do you sleep on Sundays? And you Olga? And on Mondays? And on Tuesdays?…
So here we have the number of hours we sleep everyday. On Sundays, Mondays,… . To figure out the number of hours a week what do we have to do?
S: Add the numbers.
T: Excellent, My dear Watson! So if we add 8+8+8+8+8+8+8 we have?
S: 56
T: Very good! 56 what? Bananas? 56 what?
S: Hours.
T: Terrific! Give yourself a big clap!
T: Another way we can do this? We can multiply 8hours x (by)7days and we have 56. Exactly the same answer. We can say I sleep 8 hours a day or I sleep 56 hours a week. Let’s do find out how many hours do we watch telly. … . Now children it’s your turn. Don’t forget our daily routines like… I can’t hear you?
S: Have breakfast, lunch, dinner / go to school / have a shower, bath / play / watch TV / do homework.
Step 4- Ss make a Chinese Lantern following an instructive text.
T: Is everybody ready? Don’t talk now, it’s listening time. You over there, turn round in your seats to face me. Now a lit bit of magic. Do you like magic tricks? Well, betcha can’t do this? (Do you) see this sheet of paper with all the different colours on it? I am going to turn it into a Chinese lantern. But first I need my magic words which are Abracadabra, dancing cats, abracadoo! this sheet of paper is going to turn into a Chinese lantern, one , two!
Ss. Wow! Fantastic! (Some clapping)
T: Well children, what did I tell you? It’s a beautiful Chinese lantern. Do you want to make one? I’ll tell you what you have to do.
What do you want? You want to do some magic? Sorry love, life wasn’t meant to be easy? You´ll have to do it the hard way? Cutting and glueing.
Are you all ready?
The first thing you have to do is fold the handout into two halves. Now, without opening it, cut along the bold lines, … .
Ss: Can I have the scissors, please? Could you pass me the glue, please? Here you are.
Thank You.
….
Activity 24: Sing & Say Book, ‘Hickory Dickory Dock’
Ss write the lyrics of the song called ‘ Hickory Dickory Dock’ in their Sing & Say book.
Step 1- T tells Ss that they are going to write the song they have learnt.
T: Children, in order to write the lyrics of the song, what do we need? You’re right. First, we need scrap paper and a pencil. Then, we need our Sing & Say book. Now H hand out these exercise books so that we can start writing.
H: How many in your group?
Ss: Four
H: Here you are.
Ss: Thank you.
Step 2- In pairs or small groups, Ss write on scrap paper the beginning of the song ‘Hickory Dickory Dock’ the way they think it is. Then, T writes the first line on the b/b. Ss check their written production. T and Ss follow the same procedure with the rest of the song. Once this has been done Ss copy the corrected version in their Sing & Say books.
Step 3- T and Ss say and write some other words which have the same sound.
T: Pay attention children. Look at these words. Can you say them? For example this one. Nice try. And this one?. Listen to me. Now say them after me. See how we say these words. Now write them down.
-Bird, skirt, girl, first, third, shirt, thirst
-Mum, gum, rum, hum, yum, bum, sum
-Big, dig, fig, pig, wig, gig, rig, jig
-Show, bow, slow, crow, grow, blow, throw, row
-Each, beach, peach, reach, teach
Step 4- T and Ss learn and practise the following tongue-twister:
Silly sheep weep and sleep
T: Now children, I want you to listen very carefully. Are you ready? Now it’s your turn. Once again. Lovely! Now you have to say it very slowly. This time you´ll have to say it three times to your head but silently. Very good!
Activity 25: Playing with Time
In this activity Ss will be able to play 8 different games to learn and reinforce how to tell the time (Odd-one-out, Bingo, Happy Families, Chinese Whispers, What’s the time ‘Mr Wolf’?, Pelmanism, Snap and Dominoes). Ss are already familiar with the rules of the games.
T: Right, boys and girls, pay attention. Are you paying attention? Please DO! We have 8 different games to play with. Just in case you don’t remember, let´s go through them. The first one is called Find the odd-one-out.In this game you have to find the element that does not belong in the collection. Do you all remember? We’ve played this game before.
The following game is called… let´s see if you can guess!. On a 3 x 3 grid you write or draw the time. When the caller tells the time each one of you must look at his/her grid and if you have that time you mark it with a tick. The first one to tick all the squares is the winner. You have to listen very carefully. What’s the name of the game?
S: Bingo!
T: Excellent! Now the next game is played with a pack of cards depicting the time on a digital clock/watch, an analogical clock/watch and the written expressions of those hours.All the cards are dealt, and the player to dealer's left begins. The player whose turn it is asks another player for a specific card; the asker must already hold at least one card of the same family. If the player asked has the card it must be handed over and the asker continues by asking the same or another player for another card. If the asked player does not have the wanted card they say "not at home" and the turn passes to them. A player asking for a card must say "please", and a player receiving a card must say "thank you". Anyone who forgets to do this must give back the requested card (if it has been handed over) and the turn passes to the player they were asking. Completed families are placed face down in front of the owner. When all families are complete, the player with most wins. What’s the name of the game?
…
T: Today we are going to play only two games and during the following sessions we´ll go through the rest. So H, I want you to choose two, please.
Very good. H ask your classmates to get into groups.
H: Get into groups please. Group 1 sit over there. Group 2 … .
T: Well H has chosen …. & …..
Activity 26: Booklet: My Ideal Day
Ss, in this activity, will make a booklet about their ideal day.
Step 1- T & Ss talk about what they usually do everyday and about what they would like to do instead.
T: Today boys and girls, we are going to make a booklet. But first of all, let´s do a bit of revision. I would like you to tell me two things that you do everyday.
H: I have breakfast and I go to school.
T: Very good! And you Cristina what do you do everyday?
What do you normally do on Monday morning?
What do you usually do on Sunday afternoon?
What do you normally do on Thursday at 5:00?
S: I go to school / I play football / I have lunch / I play in the park / …
…
T: Now, we all know what you do everyday. But if you had to choose what you would like to do, what would you say?
For instance, I would like to sleep and sleep and sleep and watch TV. Then I’d play and play and play with my friends and finally I´d play with my playstation 2. You see, this would be my ideal day. And yours? Think about it. H, tell us about your ideal day. And you, Janire?
T: What would you like to do on Monday morning? / Tuesday afternoon? / Friday evening? / at 7 o’clock? / …
S: I’d like to…..
Step 2- T will shows her/his own booklet. There will be two options to choose from. Option A: an open booklet or a poster (A4 or A3) about their ideal day and Option B: a booklet where Ss will draw the corresponding hands on the clocks to represent the concepts ‘in the morning’, ‘in the afternoon’ and ‘in the evening’., several pictures belonging to their ideal day and a short text describing the pictures. Ss will then finish decorating the booklet which can be called among others ‘ My Ideal day’.
T: Today we are going to make a booklet about what we’d like to do on Monday morning… .Look, this is my booklet. You like it, don’t you?
Don’t worry, you’re going to make one too. I’ve called it ‘My Ideal Day’ because this is what I’d love to do. H, please, hand out the material for their booklet. Ready?
Can you see this dotted line? Right, fold this paper by the dotted line…
Let’s draw the hands of the clock over here. Morning goes from… to …. From twelve o’clock we call it afternoon…Excellent! That’s very nice! I love your clock. What time is it? It’s half past ten… And what would you like to do at that time?
S: I’d like to …
T: Can I see your booklet, please? What would you like to do here? I / You’d like to play football, me too! When? And When would you like to …?
Thank you. Bye! See you!
Step 3- Ss in pairs will exchange information about what they would like to do.
Activity 27: Corners
Follow the guidelines in the Primary document.
Activity 28: Evaluation
In this final activity T and Ss will revise the plan of Unit 2-PART III and in their diaries Ss will tick the activities done.We must bear in mind that the main aim of this task is for Ss to reflect on the activities they have practised so far and to make use of the language learnt during the assessed part. That is, T should encourage Ss to look in detail at the materials handled and used, recall the structures and vocabulary practised during the period and use them as a tool to communicate with their peers and T in the context of the unit. At this stage, and taking into account that they are already trained and familiar with the activity, T should try to move further on and start eliciting from Ss reasons for their evaluation.