UP 2 - Unit 07

- Week:
- Period:
- Date of planning:………/……./……
- Date of teaching:
EVERYBODY UP 2
Unit 07: MY DAY
Lesson 01: Time
I. OBJECTIVES
By the end of the lesson, pupils will be able to:

- Tell the time.
- Ask and answer about the time.
- Vocabulary:
+ Time: one o’clock, one fifteen, one thirty, one forty-five, two
Language
o’clock
- Grammar:
+ Stating the time
● It’s one o’clock.
● It’s one fifteen.
- Decision making
- Teamwork
- Problem-solving
Core competencies
- Integrity
- Communication
- Planning and organization.
Teaching methodology - Audio-lingual
- Blended learning
- Direct instruction
- Individualized instruction
- Peer teaching and demonstrations.
- Listening: Listen, point and say
General Competences - Oral communication: Say the new words.
- Talk to each other, say good words to others.
- Kindness: help partners to complete learning tasks
Attributes - Diligence: complete learning tasks
- Honesty: tell the truth about feelings and emotions
II. RESOURCES AND MATERIALS
- For Teachers: - For Students:

+ Teacher’s book pages 94 – 95 + Student’s book pages 64 – 65
+ Student’s book pages 64 – 65 + Crayon
+ Workbook + Pen / pencils / erasers
+ iTools + Workbook
+ Computer / Laptop / Phone
+ Unistart APP
+ Whiteboard
+ Projector Screen / TV
+ PowerPoint
+ Picture Cards 109–113
+ Class CD2 Tracks 37–40
- Warm-up and review
- Listen, point and say
III. - Listen and number.
PROCEDURE - Listen and say. Then practice
- Listen, ask and answer. Then practice.
- Look at B. Point, ask and answer.
Pupils’ Note
Procedure Teacher’s activities
activities
KNOWLEDGE CONSTRUCTION
Warm-up and review: 5 minutes
- Greet the class.
- Say Whole class
Hello, (Joe). How are you today?
- Then say
I have (a book) on my desk. What about you?
- Students practice the conversation.
- Review numbers.
- Ask the class to count to sixty.
- Then, ask the class to count from zero to one hundred
by tens, from two to twenty by twos, and from five to
fifty by fives.
- Play Pop Up to review Unit 6 grammar.
+ Students stand up and sit down quickly if you make a
statement (There are two pencils on the desk).
+ They remain seated and reply if you ask a question
(Are there two pencils on the desk?).
Activity A. Listen, point and say. (8 minutes)
a. Goal - To understand and correctly repeat the sentences in two communicative

contexts (pictures) focusing on asking and answering about parts of the
body.
b. Input - Vocabulary on Unistart app
- Listening Practice on Unistart app Unit 7 Everybody UP 2
“1. one o’clock
2. one fifteen
3. one thirty
4. one forty-five
5. two o’clock”
c. Outcome - Pupils can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and answering
about Time.
d. Procedure - The teacher opens the Vocabulary section on the Whole class
Unistart app.
- The teacher selects the word to be learned and shows
the image of the word for the students to guess its
meaning.
- The teacher plays the mouth movement video of the
word so the students can observe and listen carefully.
- After showing and playing the word's mouth
movement three times, the teacher asks the whole class
to pronounce it together.
- The teacher calls three students to the front and has
them check their pronunciation using AI on the Unistart
app while displaying the screen.
- The teacher analyzes any pronunciation mistakes the
students make (if any) and corrects them.
- The teacher shows the phonetic transcription of the
word and reminds students of any issues they need to
focus on. Team work
* Play a game: The hammer game (Vocabulary)

Step 1:
The teacher prepares a plastic hammer and a phone with
the Unistart app.
Step 2:
Students form a line.
Step 3:
The teacher plays the vocabulary words from Unistart.
One by one, students take turns reading and recording
the word.
Step 4:
If a student pronounces the word correctly, they can
return to the front of the line.
If a student pronounces the word incorrectly, the teacher
taps them lightly with the plastic hammer and they go to
the back of the line.
Step 5:
The game continues until every student has had a turn,
ensuring that by the end, all students have mastered the
pronunciation and memorized the vocabulary from the
lesson.
Activity B. Listen and number. (8 minutes)

contexts (pictures) focusing on asking and answering about time.
b. Input - Using big picture on student’s book page 64
1. Danny’s dad: Let’s play a game! Uh. One o’clock.
Danny: It’s this clock. It’s a red clock.
2. Danny’s dad: Good. Two fifteen.

Emma: I can see that clock! It’s the flower clock.
3. Danny’s dad: That’s right! Now…ready? Three forty-five.

Leo: Look. It’s the car clock.
4. Danny’s dad: Yes! What about this one? Nine thirty.

Julie: It’s that big purple and yellow clock.
5. Danny’s dad: Eleven o’clock.

Mike: It’s the bear. The bear. There!
6. Danny’s dad: What about…six o’clock?

Carla: Six o’clock? It’s that clock.
The triangle!
Danny’s dad: Yes! OK!
c. Outcome - Students can repeat the sentences in two communicative contexts
(pictures) focusing on asking and answering about time.
d. Procedure - Read this while pointing to the picture: - Whole class
+ Look at Danny, Danny’s father, Carla, Julie, Emma, - Individual
Mike, and Leo. work
+ They’re in a clock store.
+ Look! They’re pointing at different clocks.
+ This one’s a star.
+ This one’s a bear.
+ This one’s a flower.
+ Point to the red clock, the green clock, the blue clock,
the brown clock.
+ They show different times.
+ What time is it on the red clock?
+ It’s three forty-five.
+ What time is it on the purple and yellow clock?
+ It’s nine thirty.
+ Look at the flower clock.
+ It’s two fifteen.
+ And it’s six o’clock on the green clock.
- Listening Practice on Unistart app Unit 7 Everybody
UP 2
- Students listen and number the items in the picture.
- Check answers together.
- Invite students to talk about other things they see in
the picture.
Activity C. Listen and say. Then practice. (page 65)
a. Goal - To help present grammar and make language patterns more memorable.
b. Input - 5 pictures on student’s book page 65
- Class CD 2 track 39
- Transcript:
It’s one o’clock. It’s one fifteen.
It’s, It is
1. It’s one o’clock.
2. It’s one fifteen.
3. It’s one thirty.
4. It’s one forty-five.
5. It’s two o’clock.
c. Outcome - Students can use present grammar and make language patterns more
memorable.
d. Procedure - Introduce the new pattern: Whole class/
⮚ It + is + number ( 1 – 12) + o’clock. Individual
It’s one o’clock. work
⮚ It + is + number + (1 -12) + fifteen.
It’s one fifteen.
- Present the contraction: It’s = It is
- Direct students’ attention to the first grammar box on
page 65.
UP 2
- Students listen and say along with Unistart Audio.
- Students practice on their own, using their books.
* Play a game
- Teacher shows a slide on the screen.
- There is a clock on the screen and student need to say
the time is.
- Students choose A, B or C to choose the correct
answer.
Activity D. Listen, ask and answer. Then practice.(page 65)
a. Goal - To help present grammar and make language patterns

more memorable
b. Input - Listening Practice on Unistart app Unit 7 Everybody
UP 2
“What time is it? It’s one o’clock.
What time is it? It’s one fifteen.
1. What time is it? It’s one o’clock.
2. What time is it? It’s six fifteen.
3. What time is it? It’s four thirty.
4. What time is it? It’s four forty-five.
5. What time is it? It’s three o’clock.
6. What time is it? It’s ten thirty.”
- Whole class
c. Outcome - Students can use present grammar and make language
patterns more memorable.
d. Procedure Introduce the new pattern:
⮚ What time is it?
⮚ - Work in
It + is + number ( 1-12) + ⮚ o’clock groups
⮚ fifteen
⮚ thirty
⮚ forty – five
- Chorally
* Play the game:
- T shows a slide on the screen
(Using powerpoint)
- On each slide, students look at the picture and choose
the correct word.
- Students choose a or b to get the correct answer.
Activity E. Look at activity B. Point, ask and answer.
a. Goal - Practice new grammar and vocabulary

b. Input - A big picture in Activity B
c. Outcome - Students can practice grammar and vocabulary
carefully.
d. Procedure - Student pairs look at the big picture in Activity B and - Work in pairs
practice the language pattern in the speech bubbles:
+ What time is it?
+ It’s eleven o’clock.
* Creativity/Critical Thinking/Communication:
- Direct students’ attention to the Everybody Up
Friend.
- Students use creativity to draw a clock and then
critical thinking to show what time it is.
- Then they communicate to a friend what time it is.
Fun corner and wrap-up: 5 minutes
Game:
- Buzzers Individually
- Use Picture Cards 109–113. Work in groups
- A player from each team stands at a buzzer.
- Ask What time is it?
- Hold up a card.
- The player who hits the buzzer first can win a point Whole class
with the correct answer:
It’s (one thirty).
Homework -Tell students that they must do homework on
+ Video:
 Read the vocabulary and sentences from today’s

lesson three times.
 Send the recording to the Zalo group.
+ Unistart App - Vocabulary:
 Complete the vocabulary pronunciation

exercises for today’s lesson.
 Pronounce each word three times to earn blue
stars on the app.
+ Unistart App - Exercises:
 Complete the first four exercises of today’s

lesson.
+ Prepare for the new lesson:
 The teacher will assign students the vocabulary

for the next lesson.
 Students will prepare in advance using the
Unistart app.
- Week:
- Period:
- Date of teaching: ………/……/…….
EVERYBODY UP 2
Unit 07: MY DAY
Lesson 02: Meals
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:

- Talk about the times of meals
- Grammar
+ Questions about time (first-person)
⮚ When do you eat breakfast?
🡪 I/We eat breakfast at seven o’clock.
+ Questions about time (third-person)
⮚ When does he/she eat breakfast?
🡪 He / She eats breakfast at seven o’clock.
- Decision making
- Teamwork
- Problem-solving
- Integrity
Core competencies
- Adaptability
- Communication
- Motivation
- Audio-lingual
- Blended learning
Teaching methodology - Direct instruction
- Listening: Listen and recognize time of meals, then repeat
- Critical thinking: Talk about time of meals
- Oral communication: Ask and answer the questions about time of
General Competences meals.
- Written communication: Read and complete
- Self-control & independent learning: Perform listening tasks
- Sociability: Talk to each other, say good words to others.

+ Teacher’s book pages 96 - 97 + Student’s book pages 66 - 67
+ Student’s book pages 66 - 67 + Crayon
+ iTools + Workbook
+ Unistart APP
+ Whiteboard
+ PowerPoint
+ Picture Cards 109–113, 114–117

- Listen, point and say
- Listen, ask and answer. Then practice.
III.
- Listen, ask, and answer. Then practice.
PROCEDURE
- Sing.
- What about you and your partner? Ask and answer.
- Wrap- up and homework.
Pupils’ Note
activities
- Greet the class, saying
Hello, everybody. How are you today? Whole class
- Elicit a polite group response.
- Review Unit 7, Lesson 1.
- Hold up Picture Cards 109–113, asking
What time is it?
- Students reply. Individual
- Review the conversation language from Unit 7,
Lesson 1: + What time is it now?
- Students reply
+ It’s (nine o’clock).
- Ask
+ What day is it today?
- Students reply
+ It’s (Monday).
Activity A. Listen, point and say. (8 minutes)

contexts (pictures) focusing on asking and answering about the time of
meals.
b. Input - Picture cards 114 – 117 to introduce new vocabulary:
- Vocabulary on Unistart app Unit 7 Everybody UP 2
1. breakfast
2. lunch
3. snack
4. dinner
c. Outcome - Students can understand and correctly repeat the sentences in two
communicative contexts (pictures) focusing on asking and answering the
time of meals.
d. Procedure - The teacher opens the Vocabulary section on the Whole class
Unistart app.
- The teacher selects the word to be learned and shows
the image of the word for the students to guess its
meaning.
- The teacher plays the mouth movement video of the Individual
word so the students can observe and listen carefully. work
- After showing and playing the word's mouth

movement three times, the teacher asks the whole class
to pronounce it together.
- The teacher calls three students to the front and has
them check their pronunciation using AI on the Unistart Pair work
app while displaying the screen.
- The teacher analyzes any pronunciation mistakes the
students make (if any) and corrects them.
- The teacher shows the phonetic transcription of the
word and reminds students of any issues they need to Individual
focus on. work
- Do a Rhythm Circle with the new vocabulary.
+ Stand in a circle with students and model the chant
below, substituting in the target language.
+ Slap your hands on your thighs and clap your hands
together, as indicated.
+ Model the chant: slap, slap, clap, clap, (breakfast)
(breakfast).
UP 2
- Students listen, point, and say along with the CD.
1. breakfast
2. lunch
3. snack
4. dinner
- Students practice saying the words, using their books.
* Play a game to review vocabulary: Birthday Party

(using powerpoint to play this game)
- Students look at picture/ audio/ sentence or any
requirement.
- Students raise their hands to answer.
- Students choose A, B, C or D to answer the question.
Activity B. Listen, ask, and answer. Then practice.

contexts (pictures) focusing on asking and answering about the time of
meals.
- To help present grammar and make language patterns more memorable.
b. Input - Using 4 pictures on student’s book page 66
- CD 2 track 42
When do you eat breakfast?
I eat breakfast at seven o’clock.
We eat breakfast at seven o’clock.
a snack
1. When do you eat breakfast?

I eat breakfast at seven o’clock.
2. When do you eat lunch?

We eat lunch at twelve o’clock.
3. When do you eat a snack?

I eat a snack at three thirty.
4. When do you eat dinner?

We eat dinner at seven fifteen.
c. Outcome - Students can understand and correctly repeat the sentences in two
about the time of meals.
- Students can use present grammar and make language patterns more
memorable.
d. Procedure GRAMMAR:
- Introduce the new pattern:
⮚ When + do + you + eat + kind of meal?
🡪 I / We + eat + kind of meal + at + time.
- Whole class
⮚ When + do + they + eat + kind of meal?
🡪 They + eat + kind of meal + at + time.
- E.g. - Individual
⮚ When do you eat breakfast? work
🡪 I/We eat breakfast at seven o’clock.
⮚ When do they eat dinner?
🡪 They eat dinner at 7.30.
- Write a snack on the board.

- Explain that snack needs a before it. - Work in pairs
- Say a snack.
- Students repeat.
- Direct students’ attention to the grammar box on page
66.
UP 2
- Students listen and say along with the CD.
- Students practice in pairs, using their books.
* Play a quiz to review Grammar: Bees find honey.

- Teacher using PowerPoint.
- All students ask the question.
- Teacher calls out a student answers by choosing A, B,
C or D.
Activity C. Listen, ask, and answer. Then practice.
a. Goal - To understand and correctly repeat the sentences in
two communicative contexts (pictures) focusing on
asking and answering about the time of meals.
- To help present grammar and make language patterns
more memorable.
b. Input - 10 pictures on student’s book
- Class CD 2 track 43.
When does he eat breakfast?
He eats breakfast at seven o’clock.
When does she eat breakfast?
She eats breakfast at seven o’clock.
1. When does he eat breakfast?
He eats breakfast at seven o’clock.
2. When does he eat lunch?
He eats lunch at twelve thirty.
3. When does he eat a snack?
He eats a snack at four fifteen.
4. When does he eat dinner?
He eats dinner at seven forty-five.
5. When does she eat breakfast?
She eats breakfast at seven o’clock.
6. When does she eat lunch?
She eats lunch at twelve forty-five.
7. When does she eat a snack?
She eats a snack at four thirty.
8. When does she eat dinner?
She eats dinner at six fifteen.
c. Outcome - Students can understand and correctly repeat the
sentences in two communicative contexts (pictures)
focusing on asking and answering about the time of
meals.
- Students can use present grammar and make language
patterns more memorable.
d. Procedure - Introduce the new pattern:
⮚ What does + she / he + eat+ kind of meal?
🡪 He / She + eats + kind of meal + at + time.
- E.g.
⮚ When does he/she eat breakfast?
🡪 He / She eats breakfast at seven o’clock.
- Direct students to the grammar box on page 67.

UP 2
- Students listen, ask, and answer along with the CD.
* Play a quiz to review Grammar: Costume Party

- Teacher using PowerPoint.
- All students ask the question.
- Teacher calls out a student answers by choosing A, B,
C or D.
Activity D. SING (page 67)
a. Goal - Sing the song correctly

b. Input - Show the slide about the song on student’s book page 67.
When Do You Eat Breakfast?
I eat breakfast at seven fifteen.
I like eggs and juice.
When do you eat lunch?
I eat lunch at one o’clock.
I like soup and salad.
When do you eat dinner?
I eat dinner at six forty-five.
French fries and spaghetti!
When does she eat breakfast?
She eats breakfast at seven fifteen.
She likes eggs and juice.
When does she eat lunch?
She eats lunch at one o’clock.
She likes soup and salad.
When does she eat dinner?
She eats dinner at six forty-five.
French fries and spaghetti!
c. Outcome - Students easy to come up with appropriate gestures or dances to
accompany the song on this lesson.
d. Procedure - Students look at the pictures and name the foods. Whole class/
- Read the song lyrics with the students. Individual
- Listening Practice on Unistart app Unit 7 Everybody work
UP 2
- Students listen and sing.
- Students sing the song again, writing the times.
Activity E. What about you and your partner? Ask and answer.
a. Goal - Ask and answer questions correctly

- To help practice making sentences using the language
pattern. - Whole class
b. Input - Friends around the class.
c. Outcome - Students practice ask and answer the questions - Chorally
following the pictures.
d. Procedure - In pairs, students take turns practicing the language - Work in
pattern in the speech bubbles: groups
When do you eat lunch?
I eat lunch at one o’clock. - Works in
pairs
* Critical Thinking/Communication:
Friend.
- Students use critical thinking to think about the times
they eat breakfast during the week and on the weekend.
- Then they communicate to a friend their breakfast
times.
Game: Find Someone Who
- Students walk around the class, ask different Whole class
classmates yes/no questions, and write the names of
students who answer Yes.
- Students try to be the first to ask all the questions and
come to you to show you their findings.
- Students choose a meal and write down the time they
typically eat it.
- Then they circulate and ask classmates
When do you eat (lunch)?
- The aim is to find students who share a mealtime.
Homework  Video:
 Read the vocabulary and sample sentences from

today’s lesson three times.
 Unistart App - Vocabulary:

stars on the app.
 Unistart App - Exercises:
 Complete the next four exercises of today’s

lesson, achieving at least 80 points on each.
 Unistart App - Listening Practice:
 Practice listening to the audio from today’s

lesson twice.
 Prepare for the new lesson:
Listen to the audio for the upcoming lesson in advance.

- Week:
- Period:
- Date of teaching:
EVERYBODY UP 2
Unit 07: MY DAY
Lesson 03: Story
I. OBJECTIVES

- Develop their reading skills.
- Build their listening skills.
- Conversation
Language + Getting plenty of sleep
+ What time is it?
+ It’s eight o’clock.
+ It’s time for bed.
- Value: Be healthy
- Decision making
- Teamwork
- Problem-solving
Core competencies
- Integrity
- Communication
- Audio-lingual
- Blended learning
- Listening: Listen, point and say
General Competences - Oral communication: Say the new words.
- Talk to each other, say good words to others.

+ Student’s book pages 68 – 69 + Crayon
+ iTools + Workbook
+ Unistart APP
+ Whiteboard
+ PowerPoint
+ Picture Cards 07–16, 114–117
+ Class CD1 Track 48

- Talk about the pictures. Then listen and read.
III.
- Listen and circle ✓ or ×
PROCEDURE
- Sing
- Listen and say. Then act.
Pupils’ Note
activities
- Greet the class saying
Hello. How are you today? Whole class
- Elicit individual responses.
- Review Unit 7, Lessons 1 and 2 grammar and
vocabulary.
- Hold up Picture Cards 114–117 and elicit the words.
- Then elicit the Everybody Up language from Unit 7,
Lesson 2:
- Students practice the language with their classmates,
using any meals and times they want.
- Sing Does She Have Apples? (Class CD1 Track 48).
- Review grammar and vocabulary from Unit 1.
+ Hold up Picture Cards 07–16, saying (He’s tired).
+ Then use the cards to elicit the sentences without
saying them yourself.
* Play a game: Vegetables Collecting Game

- Play as a class, or in groups using the slide on
powerpoint.
- Teacher shows a picture on each slide.
- Students choose a number and the question will appear
on the screen.
- Students choose A, B, C or D to get the correct
answer.
Activity A. Talk about the pictures. Then listen and read.
a. Goal - To correctly say the character names and use words or phrases to getting
plenty of sleep.
b. Input - 4 pictures on Student’s book page 68.
Time for Bed
Mike: Let’s play, Dad!
Mike’s dad: It’s eight o’clock. It’s time for bed.
Mike’s dad: Mike! It’s eleven o’clock.
Mike: Sorry, Dad. Good night.
Teacher: Mike? Mike!
Mike’s dad: Let’s play, Mike!
Mike: I’m tired. Good night, Dad.
c. Outcome - Children can say the character names and use words or phrases to getting
plenty of sleep.
d. Procedure - Pre-teaching stories using the illustrations is a fun and Whole class
helpful way to get students ready to read and understand
the story.
- Step 1 has students look at each frame and name the
people or objects they see. Whole class
- Step 3 has students say what they think might be Whole class/
happening in each frame. Individual
- Next, students listen to the audio recording of the work
story. Then read the words aloud with the students. Pair work
- Each story ends with a value. Individual
- Direct students’ attention to it and play the track again. work
- If desired, discuss the value with the class.
- Students look at the pictures and name the characters,
colors, feelings, people, activities, and objects they see.
- Students say what they think could be happening in
each picture.
- Play Class CD2 Track 45.
- Students listen and read along with the CD.
- Read the story aloud with the students.
- Then direct students’ attention to the value Be healthy
and discuss what this means.
- Ask if students can think of other examples of this
value.
- Play the track again.
- Students listen and read along.
* Play a story quiz: Help Fisher Men

(using powerpoint)
- 5 men are in the storm
- Please help men by answering the questions
- Students choose the correct answer by choosing a, b or
c.
Activity B. Listen and circle ✔ or ✘(page 69)
a. Goal - Ask and answer questions about Getting plenty of sleep correctly.
b. Input - 4 pictures on Activity B, page 69

- Transcript:
“1. Mike: Let’s play, Dad!
2. Mike’s dad: It’s time for bed.
3. Mike’s dad: Good night.
4. Mike: I’m tired.”
c. Outcome - Students can listen ask and answer questions about Getting plenty of
sleep correctly.
d. Procedure - Students look at the picture and say what they think is - Whole class
happening.
UP 2
- Students listen and circle ✓ or ✗ according to what
they hear. - Individual
1. Mike: Let’s play, Dad! work
2. Mike’s dad: It’s time for bed.
3. Mike’s dad: Good night.
4. Mike: I’m tired.
- Play the track again so students can check their work.
- Then check answers together.
- Ask students the answer in front of the class.
- Answer Key
1. X
2. ✓
3. ✓
4. X
Activity C: SING.
a. Goal - Sing the song correctly
b. Input - Listening Practice on Unistart app Unit 7 Everybody

UP 2
What Time Is It?
Wake up!
What time is it?
It’s time for school.
Wake up!
It’s seven thirty.
It’s time for school. (x2)
Good night.
What time is it?
It’s time for bed.
Good night.
It’s nine fifteen.
It’s time for bed. (x2)
c. Outcome - Students can sing the song correctly.
- Students come up with appropriate gestures or dances
to accompany each song.
d. Procedure - The songs in Everybody Up are a fun way to practice
new grammar and vocabulary (Lesson 3) and functional
conversation language (Lesson 3).
- Before playing the audio recording of a song, pre-
teach the song using the illustration and lyrics. - Chorally
- Have students look at the pictures and guess what they
are about.
- Read the song lyrics with the students.
- Students listen and sing along with the CD. - Individually
- Students sing the song again, pretending to go to
school and to go to sleep as they sing.
Activity D. Listen and say. Then act.
a. Goal - Ask and answer questions about Getting plenty of sleep.

- Provide students with useful language that can be used frequently
throughout this lesson.
b. Input - Using 3 pictures on student’s book page 69.
1. What time is it? It’s eight o’clock. It’s time for bed.
2. What time is it? It’s seven o’clock. It’s time for dinner.
3. What time is it? It’s eight thirty. It’s time for school.
c. Outcome - Pupils can ask and answer questions about Getting plenty of sleep
correctly.
d. Procedure - Listening Practice on Unistart app Unit 7 Everybody Whole class/
UP 2
- Student pairs listen and say along with Unistart Audio. Pairs work
1. What time is it? It’s eight o’clock. It’s time for bed.
2. What time is it? It’s seven o’clock. It’s time for
dinner.
3. What time is it? It’s eight thirty. It’s time for school. Individual
- Students rehearse and act out the conversations, using work
facial expressions and gestures related to the situations
in the three pictures.
* Critical Thinking/Creativity: Whole class
Friend.
- Students use critical thinking skills to figure out what
Mike is doing in Activity A.
- Then they use creativity to act out his actions.

Game: Teacher’s Mistake
- In this game, students listen and/or watch carefully for Whole class
your mistakes.
- When they catch a mistake, students should raise their
hands.
- Increase the challenge by requiring students who catch Individually
your mistake to correct it.
- Say correct and incorrect sentences about times for
meals and other activities.
- Work in pairs
- For example, say
+ It’s (seven o’clock).
+ It’s time for lunch or It’s eight o’clock.
+ It’s time for school.
- Students listen carefully to catch you using times that
don’t make sense.
Homework  Video: - Individual

 Unistart App - Conversation:
 Complete the conversation exercise and achieve

100 points.
 Unistart App - Listening Practice:
 Practice listening to the audio from today’s

lesson twice.
 Listen to the audio for the upcoming lesson in

advance.
- Week:
- Period:
- Date of teaching:……../……../…….
EVERYBODY UP 2
Unit 07: MY DAY
Lesson 04: Daily Routine
I. OBJECTIVES

- Ask and answer daily routine
- Grammar:
+ Questions about schedules
⮚ When does he/she wake up?
⮚ He / She wakes up at seven o’clock in the morning.
- Vocabulary
Language
Daily Routine: wake up, go to school, come home, go to bed, in the
morning, in the afternoon, in the evening, at night
* School Subject Connection: Health
- Lesson 4 is a cross-curricular lesson with a connection to health.
- First, discuss what it means to be healthy.
+ What do students do to be healthy?
+ What do food, exercise, and sleep have to do with good health?
Core competencies - Decision making
- Teamwork
- Problem-solving
- Integrity
- Adaptability
- Communication
- Motivation
- Audio-lingual
- Blended learning
- Listening:
- Critical thinking
General Competences - Oral communication:
- Written communication:
- Sociability: Talk to each other, say good words to others.
- Diligence: complete learning tasks
Attributes
- Responsibility: appreciate kindness

+ Student’s book pages 70 - 71 + Crayon
+ iTools + Workbook
+ Unistart APP
+ Whiteboard
+ PowerPoint
+ Picture Cards 118–121, 122–125
+ Class CD2 Tracks 47, 49–51
+ Unit 7 Video and Poster, Daily
Routine
- Watch the video
- Listen, point and say.
III. - Listen, ask and answer. Then practice.
PROCEDURE - Listen, point, and say. Write.
- Look at D. Play the game.
- What about you? Ask and answer
- Look at the poster. Talk about it.
Pupils’ Note
activities
Warm-up and review:
- Greet the class.

- Then sing What Time Is It? (Class CD2 Track 47). Whole class
- Review the conversation language from Unit 7,
Lesson 3: What time is it?
It’s eight o’clock. Individual
It’s time for bed.
- Ask students to use the language in class.
Activity A. Watch the video. (page 70)
a. Goal - See and hear language and vocabulary in a rich visual, real-world
context.
b. Input - Unit 07 Video and Poster, Daily routine
This is the Menna family’s house.
It’s quiet. The family is asleep.
Mom wakes up first. When does she wake up?
She wakes up at six fifteen.
She goes to work at seven o’clock.
Dad, Emilia, and Jo wake up later.
When do they wake up? They wake up at seven thirty.
They eat breakfast at seven forty-five.
They go to school at eight thirty.
Their daily routine is different on the weekend.
They eat breakfast at ten o’clock.
They go to Grandmother and Grandfather’s house for lunch.
When do they eat lunch? They eat lunch at two o’clock in the afternoon.
Every day they eat dinner at seven fifteen.
Then, Emilia and Jo play games.
Then, they go to bed at nine o’clock.
When do you go to bed?
c. Outcome - Pupils can see and hear language and vocabulary in a rich visual, real-
world context.
- Students may encounter new words in the videos. These words appear in
blue throughout the video scripts.
d. Procedure - Before you watch: - Chorally
+ Tell the class they are going to watch a video about
the Menna family’s weekly schedule.
- Play the video. - Individually
- See Video Scripts on Teacher’s Book pages 116–117.
- Play the video again. - Work in
- Pause the video and ask students questions about the groups
Menna family’s schedule.
B. Listen, point, and say.

contexts (pictures) focusing on asking and answering about the daily
routine.
b. Input - Picture Cards 117- 120
- Listening Practice on Unistart app Unit 7 Everybody UP 2:
1. wake up
2. go to school
3. come home
4. go to bed
c. Outcome - Pupils can understand and correctly repeat the sentences in two
about the daily routine.
d. Procedure - Use Picture Cards 118–121 to introduce the four daily - Whole class
routines. - Individual
- Listening Practice on Unistart app Unit 7 Everybody work
UP 2 - Work in pairs
1. wake up
2. go to school
3. come home
4. go to bed
- Hand out four blank cards and drawing supplies to
each student.
- Students make a picture card for each new verb
phrase.
Activity C. Listen, ask, and answer. Then practice.
a. Goal - To help present grammar and make language patterns more memorable.
b. Input - Show the slide about the song on student’s book page 70.
- 8 pictures on page 70.
- Class CD 2 track 50:
- Transcript:
“When does he wake up?
He wakes up at seven o’clock in the morning.
When does she wake up?
She wakes up at seven o’clock in the morning.
wake, wakes; go, goes, come, comes
in the morning, in the afternoon, in the evening, at night
1. When does he wake up?
He wakes up at seven o’clock in the morning.
2. When does she go to school?
She goes to school at eight fifteen in the morning.
3. When does he come home?
He comes home at six o’clock in the evening.
4. When does she go to bed?
She goes to bed at eight forty-five at night.”
c. Outcome - Students can practice grammar and make language patterns more
memorable
d. Procedure - Introduce the new pattern: Whole class/
⮚ When does he / she + verb? Individual
🡪 He / She + verb (s/ es) + at +... work
- E.g.
⮚ When does he/she wake up?
🡪 He /She wakes up at seven o’clock in the
morning. Individual
- Direct students’ attention to the box listing the third work
person verb forms.
- Explain that we add –es or –s to some verbs when we Individual
use them with he and she. work/ Whole
- Use Picture Cards 122–125 to introduce the four time class
phrases.
- Students listen and say along with the CD.
* Play a quiz to review vocabulary: Save Enviroment
- Teacher show a slide on the screen.
- Students choose the answer by choosing A, B, or C.
- Or they can do the task on the powerpoint.
- Students raise the hands to answer the question.
Activity D. Listen, point, and say. Write. (page 71)
a. Goal - To understand and correctly repeat the sentences in - Whole class

asking and answering about times and activities. - Chorally
b. Input - A big picture on Activity D.
- Class CD 2 track 51 - Works in pair
“eat, eats, play, plays, do, does, watch, watches
He wakes up at seven o’clock in the morning. - Work in
He eats breakfast at seven thirty in the morning. groups
He goes to school at eight fifteen in the morning.
He eats lunch at twelve thirty in the afternoon.
He eats a snack at three fifteen in the afternoon.
He plays soccer at three forty-five in the afternoon.
He comes home at five o’clock in the afternoon.
He plays the guitar at five forty-five in the evening.
He watches TV at six thirty in the evening.
He eats dinner at seven fifteen in the evening.
He does homework at eight o’clock at night.
He goes to bed at nine forty-five at night.”
c. Outcome - Students can say and repeat the sentences in two
communicative contexts (pictures) focusing on asking
and answering about times and activities.
d. Procedure - Students look at each picture and read the times and
activities on the game board.
- Direct students’ attention to the box showing the third
person verb forms.
- Write the words on the board and say them. Students
listen and repeat.
- Play the track again.
- Students write the times they hear in the clocks in the
picture.
- Divide the class into two groups.
- Begin at Start and move clockwise.
- Group 1 asks the question:
When does he (wake up)?
- Group 2 answers
He (wakes up) at (seven o’clock) (in the morning).
- Answer Key
Clockwise:
7:30 (eat breakfast)
12:30 (eat lunch)
6:30 (watch TV)
8:00 (do homework)
Activity E. Look at D. Play the game
a. Goal - To play a funny game and practice grammar.
b. Input - A big picture on Activity D.
c. Outcome - Student can play a funny game using grammar to ask
and answer the question correctly.
d. Procedure - In pairs, students play the game using the language
pattern in the speech bubbles:
Work in pairs
+ When does he wake up?
+ He wakes up at seven o’clock in the morning.
Activity F. What about you? Ask and answer.

a. Goal - To understand and correctly repeat the sentences in
asking and answering about the time of meals.
b. Input - Use pictures on Activity D.
c. Outcome - Students can practice present grammar and make
language patterns more memorable.
- Students can understand and correctly repeat the
sentences in two communicative contexts (pictures)
focusing on asking and answering about the time of
meals.
d. Procedure - In pairs, students interview each other about their daily
routines using the language pattern in the speech
bubbles.
Activity G. Look at the poster. Talk about it.
a. Goal - Reinforce and extend students’ knowledge of the

vocabulary, language patterns, and concepts covered in
each unit’s cross-curricular lesson, Lesson 4.
b. Input - A poster on Teacher’s Book page 118.
* Image Descriptions
1. Boy waking up at 7:45 a.m.
2. Girl going to school at 8:00 a.m.
3. Boy coming home at 3:30 p.m.
4. Girl going to sleep at 8:15 p.m.
c. Outcome - Student can extend their knowledge of the vocabulary,
language patterns, and concepts covered in each unit’s
cross-curricular lesson, Lesson 4.
d. Procedure - Students identify familiar objects in the poster images.
- See Teacher’s Book page 118 for poster information.
- Students talk about the poster using the speech
bubbles as a model.
* Critical Thinking:
- Direct students’ attention to the Everybody Up Friend.
- Have students watch the video and use their critical
thinking skills to say when the girls Emilia and Jo go to
bed at night.
Game: Board Race

Step 1: Start by having students review and practice the Whole class
vocabulary on Unistart.
Step 2: Divide the class into two or three teams,

depending on the number of students.
Step 3: Draw a straight line down the middle of the

board and write a topic at the top (e.g., ""Animals,""
""Food,"" etc.).
Step 4: Explain that each team will take turns writing as

many words related to the topic as they can, in a relay-
style format.
Step 5: Each team takes turns writing words on their

side of the board under the given topic. They have a set
amount of time (e.g., 1 minute) to write as many correct
words as possible.
Step 6: Award one point for each correct word. Words

must be spelled correctly and legible to be counted.
Step 7: At the end of the game, tally the points for each
team. The team with the most points wins.
Step 8: Review any misspelled or unreadable words

with the class to ensure understanding and correct
spelling.
Step 9: Celebrate the winning team and provide

feedback on the vocabulary used."
Homework  Video:

 Unistart App - Vocabulary:

stars on the app.
 Unistart App - Exercises:
 Complete the next four exercises of today’s

lesson, achieving 100 points on each.
 Review vocabulary, conversation, and exercises

from all sections on Unistart app, ensuring 100
points are achieved in each.

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- Week:

By the end of the lesson, pupils will be able to:

II. RESOURCES AND MATERIALS

- For Teachers: - For Students:

Activity A. Listen, point and say. (8 minutes)

a. Goal - To understand and correctly repeat the sentences in two communicative

* Play a game: The hammer game (Vocabulary)

Activity B. Listen and number. (8 minutes)

2. Danny’s dad: Good. Two fifteen.

3. Danny’s dad: That’s right! Now…ready? Three forty-five.

4. Danny’s dad: Yes! What about this one? Nine thirty.

5. Danny’s dad: Eleven o’clock.

6. Danny’s dad: What about…six o’clock?

Activity C. Listen and say. Then practice. (page 65)

Activity D. Listen, ask and answer. Then practice.(page 65)

a. Goal - To help present grammar and make language patterns

Activity E. Look at activity B. Point, ask and answer.

a. Goal - Practice new grammar and vocabulary

 Read the vocabulary and sentences from today’s

+ Unistart App - Vocabulary:

 Complete the vocabulary pronunciation

+ Unistart App - Exercises:

 Complete the first four exercises of today’s

+ Prepare for the new lesson:

 The teacher will assign students the vocabulary

Language By the end of the lesson, pupils will be able to:

II. RESOURCES AND MATERIALS

- For Teachers: - For Students:

- Warm-up and review

Activity A. Listen, point and say. (8 minutes)

a. Goal - To understand and correctly repeat the sentences in two communicative

- After showing and playing the word's mouth

* Play a game to review vocabulary: Birthday Party

a. Goal - To understand and correctly repeat the sentences in two communicative

1. When do you eat breakfast?

2. When do you eat lunch?

3. When do you eat a snack?

4. When do you eat dinner?

- Write a snack on the board.

* Play a quiz to review Grammar: Bees find honey.

- Direct students to the grammar box on page 67.

* Play a quiz to review Grammar: Costume Party

Activity D. SING (page 67)

a. Goal - Sing the song correctly

a. Goal - Ask and answer questions correctly

 Read the vocabulary and sample sentences from

 Complete the vocabulary pronunciation

 Unistart App - Exercises:

 Complete the next four exercises of today’s

 Unistart App - Listening Practice:

 Practice listening to the audio from today’s

 Prepare for the new lesson:

Listen to the audio for the upcoming lesson in advance.

By the end of the lesson, pupils will be able to:

II. RESOURCES AND MATERIALS

- For Teachers: - For Students:

- Warm-up and review

* Play a game: Vegetables Collecting Game

Activity A. Talk about the pictures. Then listen and read.

* Play a story quiz: Help Fisher Men