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CLIL  \nDaily routines and time expressions After school activities Prepositions of time  \nExpressions with have 1  \nAn online forum  Ali’s day A blog  \nPresent simple: affirmative and negative Adverbs of frequency  \nPresent simple Yes/No questions and Wh-questions  \nA conversation  \n Chinese gymnast Asking for information  \n Real talk: What do you do after school?  \n/s/, /z/, /ɪz/ A blog post  \nConnectors: and, but  \n Use go for activities ending in-ing Science: The Earth’s movements  \n Mars  \nBe curious  \n• Books closed. Ask: What do you do every day? Elicit students’ answers to this question, e.g. get up, have breakfast, go to school.  \n• Ask students to open their books at page 24.  \n• Refer students to the photograph and ask them to describe what they can see. To help students with this, check understanding of the following vocabulary and write it on the board: drums, drum sticks, sofa.  \n• Put students into pairs. Give them a minute to answer the three questions.  \n• Check answers.  \n• Tell students that the theme of Unit 2 is daily routines.  \nSuggested answers  \nThe children are at home.  \nThe girls are clapping because they like the boy’s music. Yes I can. / No, I can’t.  \nCEFR  \n\n| SKILL AREA | GOAL | EXERCISE |\n| --- | --- | --- |\n| Listening | OVERALL LISTENING COMPREHENSION | 2–3 p28 1–5 p30 3–5 p32 1–3 p40 |\n| Reading | READING CORRESPONDENCE | 1–3 p31 1–2 p33 |\n|  | READING FOR INFORMATION & ARGUMENT | 1–3 p26 4 p27 1–3 p31 |\n| Speaking | CONVERSATION | 4 p32 8 p35 |\n|  | INFORMATION EXCHANGE | 6 p26 3 p29 8 p29 6–7 p30 6 p31 1–7 p32 |\n|  | SUSTAINED MONOLOGUE: Describing Experience | 5–6 p27 4–5 p28 |\n| Writing | OVERALL WRITTEN PRODUCTION | 5 p25 7 p31 |\n|  | CREATIVE WRITING | 6–8 p33 |\n|  | COHERENCE | 4–5 p33 |\n| Communicative language competence | VOCABULARY RANGE | 1–5 p25 4–5 p26 1 p28 6 p29 4–5 p31 1–6 p34 |\n|  | GRAMMATICAL ACCURACY | 1–4 p27 1–2 p29 4–7 p29 4–5 p33 1–7 p35 |\n|  | PHONOLOGICAL CONTROL | 1 p25 2 p27 1 p28 |\n|  | SOCIOLINGUISTIC APPROPRIATENESS | 4 p32 8 p35 |\n\nVocabulary Daily routines  \nObjectives  \n• learn vocabulary for daily routines.  \n• make a timeline of my daily routine.  \n• talk about my own daily routine.  \nWarm-up  \n• Books closed. Introduce the topic by eliciting any daily activities you think that students may already know the English for, e.g. have dinner, play computer games, watch TV, play football.  \n• Write the names of these activities on the board.  \n1 1.18 Ask students to open their books at page 25. Readout the phrase daily routines and check that students understand its meaning.  \n• Elicit brief descriptions of the photos and then ask students to work in pairs to do the matching exercise. Encourage weaker students to translate the phrases in Exercise 1 into their own language. You could also encourage students to write example sentences in their notebooks using the new vocabulary.  \n• Play the recording.  \n• Students listen to it and check their answers.  \n• Check that students are pronouncing dressed properly.  \nStudents may be tempted to say /dresɪd/ rather than /drest/ . Point out that the-ed ending is pronounced with a soft /t/ sound.  \n• Encourage students to group daily routine activities according to verbs which are regularly used in this context, e.g. get, have, do or go.  \nFast finishers  \nStudents can turn to the Vocabulary bank on page 112 and do the Daily Routines activities.  \nAnswers  \nb brush my teeth c do my homework d have a sho","cbCaiuXbH56MRfuf","https://ap.wps.com/l/cbCaiuXbH56MRfuf","pdf",771702,"English","# Unit aims\n## Unit contents\n### Vocabulary\n### Reading\n### Language focus\n### Listening\n### Speaking\n### Pronunciation\n### Writing\n### Get it right! CLIL\n# Vocabulary Daily routines\n## Objectives\n## Warm-up\n## Exercise 1\n## Exercise 2\n## Exercise 3\n## Exercise 4\n## Your turn","[{\"question\":\"What can learners do in Unit 2?\",\"answer\":\"They can talk about daily routines, understand time zones texts, discuss after-school activities, ask and answer questions about routines and activities, and share information about timetables.\"},{\"question\":\"Which grammar topics are included in the unit?\",\"answer\":\"The unit covers present simple (affirmative and negative), yes/no questions and wh-questions, plus adverbs of frequency and basic conjunctions/connectors like and, but.\"},{\"question\":\"What writing task appears in Unit 2?\",\"answer\":\"Learners write a blog post about their typical day, supported by timeline models and guided conversation practice.\"}]","My daily routine - Unit 2 - daily routines | PDF",1790853348,25]