LEGENDARY Teacher's Guide - Book - Page 139
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Say: Open your Course Books to page 99. Look at #2.
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Ask: What time is it? (Elicit the current time or read the example.)
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Explain to pupils that you can use big numbers to tell the time, too. For
example, 7:15 is seven fifteen. Explain that we only say “o’clock” when the
time is on the hour. Use L1 if needed.
Say: Let’s read the sentences and write the times.
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Write the time on the clocks according to the sentences.
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Point to each clock and ask: What time is it? (Elicit: It is...)
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Say: Look at #3.
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Before doing the task, point to the title and read together with the pupils: Good Morning, Anne
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Before listening, tell pupils that this text is a schedule/timeline. Explain what a timeline is, and
what its features are (sequential activities with timestamps) (use L1 if needed).
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Ask: Who do you see in the pictures? (Elicit: I see Anne.)
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What do you think Anne does in the morning? (Elicit some examples (pupils can use the pictures
as clues): put on clothes, brush her teeth, eat breakfast, etc.)
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Teach the new vocabulary word “wake up” through the context of the timeline (use L1 if needed
to explain the meaning).
Now say: Let's listen and write what time Anne does each action.
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Say or play the recording and have pupils write in the correct times according to what they hear:
It is nine o’clock.
It is nine fifteen.
It is nine thirty.
It is nine forty-five.
It is ten o’clock.
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I wake up at nine o’clock. I get out of bed – I don’t want to be late!
I put on my clothes. Today I am wearing my favorite shirt.
I wash my face and brush my teeth. My teeth are clean and white.
I eat breakfast in the kitchen. Oh no! Look at the time!
I put on my socks and shoes, and I am ready for the day!
After listening, ask to check answers and review the times: What time does Anne wake up? (Elicit:
nine o’clock)
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Repeat for each time/action. Reveal all answers.
Practice Pages
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Say: Open your Course Books to page 100.
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Have pupils complete the tasks on pages 100 – 101.
Review the instructions for each task before allowing pupils to
work on their own or with a partner.
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#4: Match the sentences to the clock that shows the
correct time.
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#5: Write the correct phrase according to the pictures. Use
the word box to help you. Write the time YOU do the actions every day to complete the
sentences. Read the sentences to a friend and see if you do the actions at the same time or a
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UNIT 2 / PART 3