My school day

Stages

Teacher’s activity

Pupil’s activity

Resourses

Time

Method

I.Preteaching

Good morning, boys and girls and our guests!

I am glad to see you!

Smile and wish each other good wishes.

You will divide into 4 groups according to your colorful stickers

The first group-in the morning (yellow)

The second group- in the afternoon(green)

The third group-in the evening(pink)

The fourth group-every day(orange)

So now let’s start our lesson. But before answer my questions.

What month is it now?

What day is it today?

What date is it today?

Who is absent today?

Good morning, good morning!

Good morning to you!

Good morning dear teacher!

We are glad to see you.

Pupils smile and wish each other good wishes.

Pupils sit down into groups according to the colorful stickers.

Colorful stickers

2

Favorable psychological climate

a) Warm up

This poem will be helped you determine the topic of our lesson.

Dear children, look at the interactive board and repeat the poem after me.

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

Have you understood this poem? So, translate.

Do you like to get up early?

When do you go to bed?

Boys and girls, how do you think what subject of the lesson today?

Ok. It’s right. Today we will revise the present simple and read the text, listen the dialogue, do some exercise about school day

Pupils look and repeat with teacher.

Pupils answer the teacher’s questions.

Pupils called the theme of the lesson.

At the interactive board

2

Critical thinking

formative assessment

b) Grammar

 Now we will do the task to consolidate the present simple.

I will give you grammar task. Read the task.

Open the brackets using the verbs in Present Simple.

1. My working day (to begin) at six o'clock. 
2. I (to get) up, (to switch) on the TV and (to brush) my teeth. 
3. It (to take) me about twenty minutes.
4. I (to have) breakfast at seven o’clock. 
5. I (to leave) home at half past seven.
6. I (to take) a bus to the institute. 
7. It usually (to take) me about fifteen minutes to get there.
8. Classes (to begin) at eight. 
9. We usually (to have) four classes a day.
10. I (to have) lunch at about 2 o’clock.

Change copy-books and check the executed task.

Answers

begins

get up, switch, brush.

takes

have

leave

take

takes

begin

have

have

Write down your scores on the evaluation sheets.

Pupils do grammar exercise.

Strong students act as consultants

Students put down points on the evaluation sheets

At the cards

3

Critical thinking

formative assessment

c) Reading

Open your books at page 73 ex. 4. Read the task.

Read the text and try to remember the time and the subjects.

I will ask questions to determine whether students have understood the content of the text.

What time does Bill get up in the morning on Monday?

Bill gets up at 7.30.

What time does Bill leave home?

Bill leaves home at 8.15.

Now each group will make up 2 questions.

What time do lessons start?

Lessons start at 9.15.

What subject don’t they like?

They don’t like French.

What subject do they have at 9.50?

At 9.50 they have History.

What’s his favourite subject?

His favorite subject is Maths.

What time does he have lunch?

At 11.50 we have lunch.

What subject does Mick like?

Mick likes Geography.

What do they do at 1.40?

At 1.40 they have English.

What subject doesn’t Mike like?

Mike doesn’t like Art.

Write down your scores on the evaluation sheets.

Read the text about Bill’s school day.

Strong students act as consultants.

Students write down scores on the evaluation sheets

At the book

5

Critical thinking

formative assessment

d) Writing

Let’s do ex. 5 p 73.

Read and write what subjects are these sentences about?

Art

English

Maths

Geography

French

History

Geography

Change copy-books and check the executed task.

Write down your scores on the evaluation sheets.

Students write down scores on the evaluation sheets

Strong students act as consultant.

At the book

3

Critical thinking

formative assessment

e)Dynamic pause

Are you tired? Let’s have a rest. It is time to sing a song.

The sun wakes up,

Yes, the sun wakes up.

The sun smiles,

Yes, the sun smiles.

The wind blows,

Yes, the wind blows.

The rain falls down,

Yes, the rain falls down.

The sun goes down,

Yes, the sun goes down.

The moon comes up,

Yes, the moon comes up.

The night lies still.

Then the sun wakes up,

Yes, the sun wakes up.

Pupils sing a song.

At the interactive board

1

information technology

critical thinking

formative assessment

f)Listening

Now boys and girls listen to the dialogue and fill the table. Are you ready?

Circle True or False for these sentences.

Dan gets up early.(True)

He has a small breakfast.(False)

He’ a student. (True)

Dan has lunch at home.(False)

He goes swimming after classes.(False)

Dan watches TV and goes on the internet before bed.(True)

Change copy-books and check the executed task.

Write down your scores on the evaluation sheets.

Pupils listen the dialogue and fill the table. True or False.

Students write down scores on the evaluation sheets

on the cards

3

Critical thinking

ICT

formative assessment

g)Speaking

Let’s do ex. 6 p 73. Talk to your partner about your school day.

Now we will make up the dialogue.

Write down your scores on the evaluation sheets.

Pupils make up the dialogue.

What time do you get up in the morning?

When do you have breakfast?

When do you go to school?

What time do your lessons start?

How many lessons do you have every day or (on Monday)?

What time do your lessons finish?

What do you do after lessons?

Do you do your homework?

What time do you do your home work?

Students write down your scores on the evaluation sheets.

in the book

6

Critical thinking

formative assessment

h)Speaking

Creative work

Now I will give you a sheet of paper and you make up a story about your school day.

The first group –In the morning. So that you will make up a poster about what do you do in the morning?

The second group-In the afternoon. So that you will make up a poster about what do you do in the afternoon?

The third group-In the evening. You will make up a poster about what do you do in the evening?

The fourth group-every day. You will make up a poster about what do you do every day?

Write down your scores on the evaluation sheets.

Pupils make up a poster and write a story about school day.

Students write down scores on the evaluation sheets.

Strong students act as consultants.

On the sheet of paper

12

Critical thinking

RAFT

formative assessment

III. The end of the lesson

a)Reflection

Thank you for your work!

Now write down on the stickers what have you learned and what kind of difficulties have you experienced on the lesson.

b)Results (on the evaluation sheets)

c) Home work

Open your diaries and write down home work.

1. Write down about your school day.

2. Make up crosswords with the names of the subjects.

3. Make up timetable.

The lesson is over. Good bye, children.

Pupils answer the teacher’s questions.

Pupils write down on the stickers what they have learned and what kind of difficulties they have experienced on the lesson.

On the stickers

On the slides

8

formative assessment

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

“My day”

Breakfast in the morning,

Dinner in the day

Tea comes after dinner

Then it’s time to play.

Supper in the evening

When the sky is red.

Then the day is over

And we go to bed.

Open the brackets using the verbs in 

Present Simple.

1. My working day (to begin) at six o'clock. 
2. I (to get) up, (to switch) on the TV and (to brush) my teeth. 
3. It (to take) me about twenty minutes.
4. I (to have) breakfast at seven o’clock. 
5. I (to leave) home at half past seven.
6. I (to take) a bus to the institute. 
7. It usually (to take) me about fifteen minutes to get there.
8. Classes (to begin) at eight. 
9. We usually (to have) four classes a day.
10. I (to have) lunch at about 2 o’clock.

Open the brackets using the verbs in

 Present Simple.

1. My working day (to begin) at six o'clock. 
2. I (to get) up, (to switch) on the TV and (to brush) my teeth. 
3. It (to take) me about twenty minutes.
4. I (to have) breakfast at seven o’clock. 
5. I (to leave) home at half past seven.
6. I (to take) a bus to the institute. 
7. It usually (to take) me about fifteen minutes to get there.
8. Classes (to begin) at eight. 
9. We usually (to have) four classes a day.
10. I (to have) lunch at about 2 o’clock.

Open the brackets using the verbs in Present Simple.

1. My working day (to begin) at six o'clock. 
2. I (to get) up, (to switch) on the TV and (to brush) my teeth. 
3. It (to take) me about twenty minutes.
4. I (to have) breakfast at seven o’clock. 
5. I (to leave) home at half past seven.
6. I (to take) a bus to the institute. 
7. It usually (to take) me about fifteen minutes to get there.
8. Classes (to begin) at eight. 
9. We usually (to have) four classes a day.
10. I (to have) lunch at about 2 o’clock.

Open the brackets using the verbs in 

Present Simple.

1. My working day (to begin) at six o'clock. 
2. I (to get) up, (to switch) on the TV and (to brush) my teeth. 
3. It (to take) me about twenty minutes.
4. I (to have) breakfast at seven o’clock. 
5. I (to leave) home at half past seven.
6. I (to take) a bus to the institute. 
7. It usually (to take) me about fifteen minutes to get there.
8. Classes (to begin) at eight. 
9. We usually (to have) four classes a day.
10. I (to have) lunch at about 2 o’clock.

Open the brackets using the verbs in 

Present Simple.

1. My working day (to begin) at six o'clock. 
2. I (to get) up, (to switch) on the TV and (to brush) my teeth. 
3. It (to take) me about twenty minutes.
4. I (to have) breakfast at seven o’clock. 
5. I (to leave) home at half past seven.
6. I (to take) a bus to the institute. 
7. It usually (to take) me about fifteen minutes to get there.
8. Classes (to begin) at eight. 
9. We usually (to have) four classes a day.
10. I (to have) lunch at about 2 o’clock.

Open the brackets using the verbs in Present Simple.

1. My working day (to begin) at six o'clock. 
2. I (to get) up, (to switch) on the TV and (to brush) my teeth. 
3. It (to take) me about twenty minutes.
4. I (to have) breakfast at seven o’clock. 
5. I (to leave) home at half past seven.
6. I (to take) a bus to the institute. 
7. It usually (to take) me about fifteen minutes to get there.
8. Classes (to begin) at eight. 
9. We usually (to have) four classes a day.
10. I (to have) lunch at about 2 o’clock.

The sun wakes up,

Yes, the sun wakes up.

The sun smiles,

Yes, the sun smiles.

The wind blows,

Yes, the wind blows.

The rain falls down,

Yes, the rain falls down.

The sun goes down,

Yes, the sun goes down.

The moon comes up,

Yes, the moon comes up.

The night lies still.

Then the sun wakes up,

Yes, the sun wakes up.

The sun wakes up,

Yes, the sun wakes up.

The sun smiles,

Yes, the sun smiles.

The wind blows,

Yes, the wind blows.

The rain falls down,

Yes, the rain falls down.

The sun goes down,

Yes, the sun goes down.

The moon comes up,

Yes, the moon comes up.

The night lies still.

Then the sun wakes up,

Yes, the sun wakes up.

The sun wakes up,

Yes, the sun wakes up.

The sun smiles,

Yes, the sun smiles.

The wind blows,

Yes, the wind blows.

The rain falls down,

Yes, the rain falls down.

The sun goes down,

Yes, the sun goes down.

The moon comes up,

Yes, the moon comes up.

The night lies still.

Then the sun wakes up,

Yes, the sun wakes up.

The sun wakes up,

Yes, the sun wakes up.

The sun smiles,

Yes, the sun smiles.

The wind blows,

Yes, the wind blows.

The rain falls down,

Yes, the rain falls down.

The sun goes down,

Yes, the sun goes down.

The moon comes up,

Yes, the moon comes up.

The night lies still.

Then the sun wakes up,

Yes, the sun wakes up

The sun wakes up,

Yes, the sun wakes up.

The sun smiles,

Yes, the sun smiles.

The wind blows,

Yes, the wind blows.

The rain falls down,

Yes, the rain falls down.

The sun goes down,

Yes, the sun goes down.

The moon comes up,

Yes, the moon comes up.

The night lies still.

Then the sun wakes up,

Yes, the sun wakes up

The sun wakes up,

Yes, the sun wakes up.

The sun smiles,

Yes, the sun smiles.

The wind blows,

Yes, the wind blows.

The rain falls down,

Yes, the rain falls down.

The sun goes down,

Yes, the sun goes down.

The moon comes up,

Yes, the moon comes up.

The night lies still.

Then the sun wakes up,

Yes, the sun wakes up.

Name

Home work

1-5 points

Grammar

1-5 points

Reading

1-5 points

Writing

1-5 points

Listening

1-5 points

Speaking

(Work in pairs)

1-5 points

Speaking

1-5 points

Total