Scribd
Upload
47 views2 pages

Unit 6 - Time

This unit plan aims to teach students to describe their daily activities and use time-related vocabulary. Students will learn to ask and answer questions about times, daily routines, and activities using phrases like "What time is it?" and adverbs of frequency. Learning activities include asking/answering questions about school times in information gap exercises, listening to and matching descriptions of days to times, and ordering adverbs of frequency. Students will also read texts about student routines, spell activity words, and write a short paragraph describing their own daily schedules. Speaking, writing and clock skills will be assessed through paired speaking exercises and writing down times from picture clocks.

Uploaded by

Sari Martha
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
47 views2 pages

Unit 6 - Time

This unit plan aims to teach students to describe their daily activities and use time-related vocabulary. Students will learn to ask and answer questions about times, daily routines, and activities using phrases like "What time is it?" and adverbs of frequency. Learning activities include asking/answering questions about school times in information gap exercises, listening to and matching descriptions of days to times, and ordering adverbs of frequency. Students will also read texts about student routines, spell activity words, and write a short paragraph describing their own daily schedules. Speaking, writing and clock skills will be assessed through paired speaking exercises and writing down times from picture clocks.

Uploaded by

Sari Martha
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

Unit 6: What Time is it ?

Unit Outcomes: Students will be able to describe their daily activities.


Vocabulary: start, end, adverbs of frequency, parts of day (morning, afternoon, evening).

Competency Content/Language Item Learning Activities And Resources


Students will be able to: A. Listening and Speaking
• ask for and give times Recycle times (from digital • Students say the time indicated by the teacher in the digital clock.
clock) and introduce new • Students listen to teacher and fill in digital clocks
language. • Teacher introduces new language with picture clock
• What time is it?
• Students ask/answer questions about different clock times (information gap)
• It is 2 o’clock/quarter
past/half past/quarter to etc.
• ask and answer questions • Students ask and answer questions about school times
about everyday/weekly • Present simple
activities Student A: When does the
first period start?
Student B: It starts at 3
o’clock/4.30 /(half past 4).
• listen to short descriptions • Students listen to the description of someone’s day and match the activities to times.
of activities and match to • Students use the times and the activities to ask questions about the person’s day e.g.
pictures ‘What time does she/he get up?” etc.
• Students ask and answer questions about their everyday activities

• Students order adverbs of frequency on a line from always to never.


• Students describe their daily/weekly activities using adverbs of frequency
• Adverbs of frequency
I often go to bed at ……
I usually get up at ……
I sometimes play football
on Tuesday
In the morning/afternoon/
evening
• use social expressions I don’t understand • Teacher encourages students to use these expressions in the course of class activities
correctly (for clarification) What does that mean? • Students write expressions in speech bubbles and put them on the walls in the
Can you repeat that classroom
please?/sorry?
• Teacher models phrases and students repeat:
Pronunciation: connected whole class drill, then drill smaller groups of students, finally individual drills
speech • Students practise with own questions in pairs
E.g. Does_he / dƏzI/
Competency Content/Language Item Learning Activities And Resources

• read and arrange short B. Reading • Students extract information to arrange students’ activities in a chronological order
sentences about everyday • Short text about what two E.g. morning afternoon evening
activities in a logical order students do in the morning, Wada
afternoon and evening Salem

• spell 5 words correctly C. Writing • Students spell activity words for 1st and 3rd person
• write a paragraph of up to 5 • Students write a paragraph about their daily routines with clocks as prompts
• 5 activity verbs
short sentences on
everyday activities • Paragraph about daily
routines

Assessment
Speaking and Listening: In pairs one student says a time and the other student says what they do atthat time.
Writing: Students write down times from picture clocks.

You might also like