ТОП 10:

PB: page – 5, 1. Write the names.



Procedure of the lesson

Warm up:

T. says Hello, girls and boys. Welcome to Fly High 3! My name is (his/her name).

T. goes round the class asking children Hello, what’s your name? how are you?

T. reviews the names of the Fly High characters by calling out kangaroo, penguin, tiger, elephant, monkey and keeper. Each time T. asks the children to say the name of the character (Karla, Patty, Tag, Trumpet, Chatter, Sally)

Hello, girls and boys!

T. says Open your books at page 4. T. opens his/her book and holds it up to demonstrate.

T. asks the children to look at the pictures on pages 4 and 5. T. chooses children to tell him/her one thing they can see in the pictures in English. As they say the words, T. writes them on the board.

If there are words the children can’t remember (e.g. the food words, like bread, eggs, apple, etc). T. prompts them by writing gapped words on the board.

T. points to the words on the board one at a time and asks the children to call out the word and spell it. T. praises them for knowing so many English words!

T. plays the CD. T. asks the children to follow the words with their finger as they listen.

T. plays the CD again. T. pauses after every person and asks the children to repeat.

T. divided the class into eight groups. T. allocates a part to each group and asks the children to read the dialogue. T. encourages them to use character voices.

T. asks the children to look at the picture and count the balloons (ten).

Y. holds up his/her book and points to the balloons one at a time. Each time, the children call out the colour.

T. plays the CD. T. sees Introduction, p.vi for guidance on teaching songs.

 

PB: page – 5, 1. Write the names.

T. holds up his/her book and points to the picture of Sally. T. asks What’s her name? and elicits Sally. T. asks the children to spell Sally. T. writes on the board as they call out the letters.

T. asks the children to write the other names. T. monitors and helps where necessary.

T. checks the answers.

 

Optional activity

 

T. puts the children in pairs. They take turns. One child acts out a character from the story, doing what they are doing in the picture on page 4. Their friend guesses the character. T. demonstrates by acting out Karla writing in her notebook.

 

Optional activity

 

T. writes on the board parts of the dialogue as gapped text (e.g. …. To the zoo! Or Those are …. .). T. invites children to come up and complete the dialogues.

Title of the lesson: He’s from Africa!

 

LESSON 1

Skills to be emphasized:

- listening

- Speaking

Objectives:to talk about where people are from

Vocabulary: Africa, airport, aunt, uncle, cousin, holiday, flag, England, Ukraine, Argentina, France, Greece

Grammar: I am/’m, You/We/They are/’re, He/she/It is/’s

Review: hello, I’m …, What’s your name?

Materials: Class CD; Lesson 1 flashcards

Procedure of the lesson

Warm-up page 6

 

T. divides the class into two groups to sing the song from the previous lesson. They sing one verse each and together they sing the last three lines. While one group sings, the other group acts out or dances to the song.

 

Vocabulary

 

T. says Open your books at page 6.

T. presents the new vocabulary with the lesson’s flashcards. T. sees Introduction, p.v for guidance on presenting new vocabulary.

T. practices several times the different sounds in Africa (A) [æ], airport (ai) /ea/ and aunt (au) /a:/.

 

He’s from Africa!

Pre-reading: T. asks the children to look at the story. T. asks ( in L1where necessary) Where are Sally,Trumpet and Karla?Where is Ziggy?

T. follows the steps for presenting stories – T. can use Introduction, p. v.

T. asks some questions in L1 to check understanding and engage the children. T. asks (avoiding L1 if possible) Who is Ziggy with? Is Ziggy on holiday? Are the animals happy?

PB: page 6, 1. Circle.

T. does the example with the class; T. allocates the parts of picture 1 of the story to three volunteers. T. asks them to read the dialogue aloud.

T. asks Is it a nice day? T. elicits Yes, it is. T. asks What’s that noise? T. elicits It’s a mobile phone. T. asks the children to read the example question and answer.

T. asks the children to circle the correct answers. T. monitors and helps where necessary.

T. checks the answers.

 

Practice

PB: page 7, Learn with Tag

T. says I am a teacher. I’m a teacher. T. points to a boy, looks at him and says You are a boy. You’re a boy. T. points to the boy again, looks at the class and says He is a boy. He’s a boy. T. asks the children to repeat. T. does the same with girl and table to demonstrate She is/She’s and It is/it’s.

T. asks a child to come to the front, stands next to him/her and says We are happy. We’re happy. T. points to the class and says You are happy. You’re happy. T. looks at the child next to him/her, points to the class and says They are happy. They’re happy. T. asks the children to repeat each time.

T. writes on the board: I am. Then rubs out the a and replace it with an apostrophe. T. repeats with other short forms.

T. asks the children to read tag’s speech bubble and the grammar box out loud.

 

Optional activity

 

T. chooses children, gives them a word (am, is or are) and asks them to make a sentence. Each time, T. asks for the complete and the short form.

Homework

T. asks the children to complete pp.4-5 in their Activity Book.

 

 

LESSON 2

Skills to be emphasized:

- listening

- Speaking

Objectives:to ask and answer about people

Vocabulary: shy, England, spagetti, cheese, ice-cream,dinner, Turkey, Australia

Review:aunt, uncle, cousin

Grammar: Am I …? Are you/we/they …?, Is he/she/it …?, Yes, I am./No, I’m not., Yes, we/you/they are./No, we/you/they aren’t., Yes, he/she/it is.,/No, he/she/it isn’t.

Review: My name is …, I’m …

Materials: Class CD, Lesson 2 flashcards, drawing paper

Procedure of the lesson

Warm-up page 8

 

Children play “Hangman” on the board with the vocabulary from Lesson 1. T. asks volunteers to choose a word each time. (T. sees Introduction, p, xi.)

 

Review

T. checks the homework from the previous lesson. T. can see Introduction, p. v and p. ix for guidance on checking homework effectively and practicing vocabulary and spelling.

Presentation

PB page 8, Vocabulary

T. says Open your book at page 8.

T. presents the new vocabulary with the lesson’s flashcards. T. sees Introduction, p. v for guidance on presenting new vocabulary.

T. calls out the words at random. T. asks the children to spell them and points to the correct pictures.

 

Are you on holiday?

Pre-reading: T. asks the children to look at the story. T asks (in L1 where necessary) Where is Ziggy? Who is with Ziggy? Is Ziggy’s cousin happy?

T. follows the steps for presenting stories – T. can use Introduction, p. v.

T. asks some questions in L1 to check understanding and engage the children. T. asks (avoiding L1 if possible) Is Ziggy on holiday? Is Ziggy’s cousin shy? Are the animals hungry?

PB: page 8, 1. Match .

T. does the example with the class; T. asks the children to look at picture 2 and tell him/her who they can see (Ziggy, aunt, uncle, cousin and Patty). T. asks Is Ziggy’s cousin shy? T.elicits No, she isn’t. t. holds up his/her book, reads sentence1, then traces the line with his/her finger to the cousin.

T. asks the children to match. T. reminds them to look in the story to check their answer.

T. checks the answers.

 

Practice

PB: page 9, Learn with Tag

T. asks for two volunteers to read out the speech bubbles for Karla and Tag.

T. asks the children to read the grammar box out loud.

T. writes only the persons from the grammar box on the board (you? I?, etc.) T. invites children ti fill in the missing verb forms (with their book if necessary).

 

Optional Activity

 

T. puts the children in small groups. T. asks them to take turns asking and answering Are you …?, Is he/she …?, Am I …?, and Are we …? Questions about people in the group. T. demonstrates with one group by asking a child Are you hungry? T. elicits Yes, I am./No, I’m not. T. monitors and helps where necessary.

 

 

Homework

T. asks the children to complete pp.6-7 in their Activity Book.

 

LESSON 3

Skills to be emphasized:

- listening

- Speaking

Objectives:to talk about possessions

Vocabulary: map, shorts, sunglasses, shirt, swimsuit, smile

Grammar: I/You/We/They have got/ ’ve got, He/She/It has got/’s got

Materials: Class CD, paper (optional)

Procedure of the lesson

Warm-up page 10

 

T. writes on the board: happy, hungry, a kangaroo, a tiger, from Australia, from Greece. T. points to tiger and says Is Tag a tiger? T. chooses a child. T. elicits a short answer. T. chooses children, points to a word on the board and asks them to think of a question using Am, Is or Are. T. chooses another child to answer the question each time.

Review

T. checks the homework from the previous lesson.

Presentation

PB page 10, Vocabulary

T. says Open your book at page 10.

T. can see the Introduction, p. v for guidance on presenting new vocabulary using the Pupil’s Book pictures.

T. uses extra repetition to practice the sh /∫/ sound on shorts and shirt.

 

I’ve got a camera

Pre-reading: T. asks the children to look at the story. T asks (in L1 where necessary) Is it a sunny day? What clothes has Ziggy got? Where is Ziggy going on holiday? What has tag got?

T. follows the steps for presenting stories – T. can use Introduction, p. v.

T. asks some questions in L1 to check understanding and engage the children. T. asks (avoiding L1 if possible) Do Chatter and Karla like Ziggy’s clothes? Does Ziggy like his clothes? Do you like Ziggy’s clothes?

Practice

PB: page 11, Learn with Tag

T. asks the children to read out Tag’s speech bubble and the grammar box.

T. writes on the board: I … got blue shorts. Ziggy …. got black and white shorts. T. points to the gaps one at a time and elicits the missing words.

T. writes on the board: I have got. T. rubs out ha and replaces it with an apostrophe. T says I’ve got. T. writes on the board You have got. And She has got. T. invites children ti rub out letters and adds apostrophes to make the short forms.

T. puts the children in pairs. They take turns telling their friend about things they’ve got in their bag or on their desk. Then put them in small groups. They take turns talking about what their friend has got.

PB page 11, 2. Write.

T. asks the children to read the example aloud.

T. asks the children to read the rest of the prompts and writes sentences. T. refers them to the Learn with Tag box for help. T. monitors and helps where necessary.

T. checks the answers.

Optional activity

T. distributes the paper and asks the children to draw one or more objects from the lesson’s story. T. puts the children in small groups. They show their friends their drawings and take turns talking about them, using have/has got.

Homework

T. asks the children to complete pp.8-9 in their Activity Book.

 

 

LESSON 4

Skills to be emphasized:

- listening

- Speaking

Objectives:to ask and answer about possessions

Vocabulary: passport, ticket, plane, money, suitcase, taxi

Grammar: Have I/you/we/they got?, Has he/she/it got?, Yes, I/you/we/they have./No, I/you/we/they haven’t., Yes, he/she/it has./ No, he/she/it hasn’t.

Materials: Class CD, Lesson 4 flashcards, alphabet flashcards from Fly High 2 or cards (prepared by him/her) with pictures of animals or classroom objects that the children have learnt (1 or 2 per child), sets of cards prepared by him/her with colour words on them (one set per group), bags (2 per group)

Procedure of the lesson

Warm-up page 12

 

T. holds up different classroom objects and asks Have you got a (object)? Children call out their answers each time.

 

Review

T. checks the homework from the previous lesson.

Presentation

PB page 12, Vocabulary

T. says Open your book at page 12.

T. presents the new vocabulary with the lesson’s flashcards.

T. practices several times the a sounds in plane /ei/ and taxi /æ/

 

PB: page 12, 1. Circle.

T. asks the children to read sentence 1 and say Yes aloud.

T. asks the children to read and circle yes or no. t. refers them back to the story to check their answers. T. monitors and helps when necessary.

 

Practice

PB: page 13, Learn with Tag

T. chooses a girl, points to her and says She has got (colour) hair. Then T. asks Has she got (colour) hair? Yes, she has. T. asks Has she got (different colour) hair? T. elicits No, she hasn’t.

T. writes on the board: She has got … and Has she got …? T. draws arrows from the words she and has in each sentence to show that they change position in questions.

T. puts the children in pairs and asks them to take turns asking and answering questions about children in the class.

 

Homework

T. asks the children to complete pp.10-11 in their Activity Book.

 

Title of the lesson: Sally’s Story ‘Snowy’

 

LESSON 5

Skills to be emphasized:

- listening

- Speaking

Objectives:to read a story

Vocabulary: Maths, English, History,Art, dinosour, PE

Review:vocabulary from Lessons 1-4, days of the week

Grammar Review: grammar from lessons 1-4

Materials: Class CD

Procedure of the lesson

Warm-up page 14

 

Children play the game to review I’ve got . T. says I’ve got a bag. T. chooses a child to repeat what he/she said and adds an object of their own (prompts if necessary –e.g. I’ve got a bag and a pencil.). Children choose the next child to repeat and add an object of their own. T. plays for as long as possible.

 

Review

T. checks the homework from the previous lesson.

Presentation

PB page 14, Vocabulary

T. says Open their books at page 14.

T. holds up his/her book and points to the pictures one at a time, saying the words each time.

T. practices several times the th /θ/ on Maths and sh /∫/ in English.

 

Sally’s story: Snowy

Pre-reading: T. asks (in L1 where necessary) the children to look at each picture in the story and tells him/her what they can see.

T. follows the steps for presenting stories – T. can use Introduction, p. v.

T. asks some questions to check understanding and engage the children. T. asks (avoiding L1 if possible) Has Joanna got English on Wednesday? Have you got English on Wednesday? What has Joanna got on Tuesday?

 

Optional activity

T. puts the children in pairs. They take turns reading out sentences from the story – their friend says the number of the picture for that sentence.

Practice

Homework

T. asks the children to complete pp.12-13 in their Activity Book.

 

Quiz 1

T. can now use photocopiable Quiz 1. T. can see Active Teach esources section

 

LESSON 6

Skills to be emphasized:

- listening

- Speaking

Objectives:to review Lessons 1-4 and prepeare for Progress Review 1

Vocabulary Review:vocabulary from Lessons 1-4

Grammar Review: grammar from Lessons 1-4

Materials: Class CD, four large sheets of paper for the project

Procedure of the lesson

Warm-up page 16

 

T. puts the children in pairs to play “Hangman” with some of the vocabulary from Lessons 1-4

 

Review

T. checks the homework from the previous lesson.

Before doing an exercise with the class, briefly review the relevant vocabulary and grammar. T. uses flashcards, questions and answers, etc.

Presentation

PB: page 16, 1. Match.

T. asks the children to read the example.

T. asks the children to match the rest of the sentences. T. monitors and helps where necessary.

 

Practice

PB page 16, 3. Write.

T. holds up his/her book and points to the first picture. T. asks Has he got a suitcase? For the second picture asks Have you got tickets? T. elicits the correct answer.

 

Review of Cycle 1

T. can now review the language the children have learned in Cycle 1, in the following ways.

 

My Picture Dictionary

T. can use Picture Dictionary for Cycle 1 to help the children review the words they have learned. T. can see Introduction p.vii for guidance on using the picture dictionary.

 

Activity Book

 

T. tells the children to complete the Review exercises on pp.14-15 in their Activity Book for homework.

T. does the last section, My English together in class in the next lesson. T. uses the sentences as prompts for oral practice. Then T. tells the children to colour the face they think best represents their efforts. T. can see the Introduction p. vii for guidance.

 

Progress Review

T. uses photocopiable Progress Review 1 as a test in class. T. can see the Active Teach Resources section.

 

LESSON 7

Skills to be emphasized:

- listening

- Speaking

Objectives:to talk about routines.

Vocabulary: postman, morning, letter, postcard, parcel, afternoon, evening, watch TV

Grammar: I/You/We/They play, He/She/It plays

Materials: Class CD

Procedure of the lesson

Warm-up page 18

 

T. draws on the board four clocks showing different o’clock times. T. chooses children, points to one of the clocks at random and asks the child to mime what they usually do at that time of day. T. demonstrates once if necessary.

 

Review

T. checks the homework from the previous lesson.

Presentation

PB page 18, Vocabulary

T. says Open your book at page 18.

T. presents the new vocabulary using the pupil’s Book pictures.

T. uses extra repetition to practice the a /a:/ in postcard, parcel and afternoon.

The postman comes at seven

Pre-reading: T. asks the children to look at the story. T asks (in L1 where necessary) Where are they? Who’s the man? What’s he carrying?

T. follows the steps for presenting stories.

T. asks some questions to check understanding and engage the children. T. asks (avoiding L1 possible) Why are Chatter and Karla arguing? Who is the parcel for?

PB: page 18, 1. Circle.

T. asks the children to look at picture 1. T. says It’s morning. Yes or no? T. elicits Yes.

T. does the example with the class: T. asks the children to read the example sentence, then to read the text at the top of picture 1.T. says The postman comes at six. Yes or no? T. elicits No.

T. asks the children to circle. T. monitors and helps where necessary.

T. checks the answers.

 

Practice

PB: page 19, Learn with Tag

T. holds up his/her book and points to the picture. T. asks the children to read the example sentence and the grammar box out loud.

T. writes on the board: I …. Books. She … books. And (read). T. points to the gaps and asks the children to tell you the verb form each time. If necessary, T. repeats with other gapped sentences and regular verbs. T. underlines the third person singular s to draw attention ti it.

T. asks the children to find examples of the grammar in the story.

 

Optional activity

 

T. writes on the board: play, read, swim, eat, open and walk. T. goes round the class asking children to give him/her a sentence about themselves using one of the verbs. Each time, T. asks the child next to them to say what their friend does (using he/she and the third person singular verb form).

 

Homework

T. asks the children to complete pp. 16-17 in their Activity Book.

 

 

LESSON 8

Skills to be emphasized:

- listening

- Speaking

Objectives:to ask and answer about routines

Vocabulary: photo album, weekend, ski, year, mountain, winter, summer

Grammar: I/You/We/They don’t play, Do you play? Yes, I do./No, I don’t., Do they play?Yes, they do./No, they don’t.

Review: I/We/They play

Materials: Class CD, Lesson 6 flashcards, flashcards from previous lessons (optional)

Procedure of the lesson

Warm-up page 20

 

T. asks for three volunteers to read out the verses of the song in Lesson 5. The other children act out as those children read.

Review

T. checks the homework from the previous lesson.

Presentation

PB page 20, Vocabulary

T. says Open your book at page 20.

T. presents the new vocabulary with the lesson’s flashcards.

T. uses extra repetition to practice the ee /i:/ in weekend and the ea /iə/ in year.

 

Optional Activity

T. plays a word game: T. uses different flashcards from previous lessons. T. collects them together and places them face down on his/her desk. T. asks children to come and choose a flashcard and either act out the word or tell the class the first (and second, etc.) letter, for the children to guess the word.

 

Do they play basketball?

Pre-reading: T. asks the children to look at the story and asks (in L1 where necessary) What’s happening in picture 1? What’s in Sally’s parcel? Have you got a photo album?

T. follows the steps for presenting stories.

T. asks some questions to check understanding and engage the children. T. asks (avoiding L1 possible) Who are the people in the photos on pictures 2 and 3? Who is in the photo in picture 4? What’s she wearing?

Practice

PB: page 21, Learn with Tag

T. writes on the board: you play football. (a) You don’t play basketball. (r) do you play football? T. points out the extra words we use to make the negative and question (don’t, Do)

T. points out the different order of the words in questions.

T. asks two children to come to the front and read out the example dialogue for Karla and Tag.

T. asks the children to read out the grammar box, then to find examples of the grammar in the story.

T. writes on the board more gapped questions and answers (e.g. They … watch TV (r) … they read English?, etc). T. invites children to fill in the missing words.

 

 

Homework

T. asks the children to complete pp. 18-19 in their Activity Book.

 

 

LESSON 9

Skills to be emphasized:

- listening

- Speaking

Objectives:to ask and answer about other people’s routines

Vocabulary: meat, excited, panda, Chine, leaf

Review:winter

Grammar: He/She/It doesn’t eat, Does he/she/it eat, Does he/she/it eat? Yes, he/she/it does./No, he/she/it doesn’t.

Materials: Class CD

Procedure of the lesson

Warm-up page 22

 

T. asks different children to stand up and mime something they do on Saturday. The other children guess by saying, for example, He/She plays football. T. allows as many children to mime as possible.

Review

T. checks the homework from the previous lesson.

Presentation

PB page 22, Vocabulary

T. says Open your book at page 22.

T. presents the new vocabulary using the Pupil’s Book.

T. uses repetition to practice of ed /əd/.

 

She doesn’t like meat.

Pre-reading: T. asks the children to look at the story. T. asks (in L1 where necessary) Is everyone excited? Why? What’s the new animal called?

T. follows the steps for presenting stories.

T. asks some questions in L1 to check understanding and engage the children. T. asks (avoiding L1 if possible) How old is Pandora? Where is she from? Is she waking up? Do you like pandas?

Practice

PB: page 23, Learn with Tag

T. draws a panda on the board. T. asks Does she eat meat? Yes or no? T. elicits No. T. writes on the board: She doesn’t eat meat. T. goes round the class asking children to tell him/her other things the panda doesn’t do (e.g. read books, speak English, etc).

T. asks the children to look at the picture and read the example dialogue. T. practices questions and answers by asking children Does questions, e.g. Does Chatter play the drums? Does Ziggy come from Greece? T. elicits short answers.

T. asks the children to read the grammar box out loud and finds examples of the language in the story.

T. puts the children in pairs. They take turns asking and answering the questions in the grammar box.

 

Optional Activity

T. asks all the children to draw a picture of a boy/girl hey know. T. puts the children in pairs. They take turns asking their friend Does he/she questions about the person in their picture. T. monitors and encourages the friend to give short answers.

 

Optional activity

T. says She comes from China. And prompts the children to answer She doesn’t come from Africa. T. continues with more sentences from the lesson encouraging the children to answer with a doesn’t sentence each time. For example, She eats leaves.-She doesn’t eat meat., She sleeps a lot.-She doesn’t play a lot. Or She doesn’t sleep all winter,etc.

 

Optional activity

T. divides the class into two groups and allocates a verse of the song to each one. T. invites the groups to sing their verse aloud and act it out.

Homework

T. asks the children to complete pp. 21-22 in their Activity Book.

 

 

LESSON 10

Skills to be emphasized:

- listening

- Speaking

Objectives:to talk about how often people di things.

Vocabulary: wake up, early, show, bird, late, want

Review:morning

Grammar: always, sometimes, never, in the morning, on Saturday, every day.

Materials: Class CD, Lesson 8 flashcards

Procedure of the lesson

Warm-up page 24

 

T. divides the class into two groups. They sing the song from Lesson 7 –one group asks the questions in the song and the other sings the answers. They all sing the last line of the verses.

Review

T. checks the homework from the previous lesson.

Presentation

PB page 24, Vocabulary

T. says Open your book at page 24.

T. presents the new vocabulary with the lesson’s flashcards.

T. uses extra repetition to practice the ea/ɜ:/ in early and the a /ei/ in late.

 

They always wake up early.

Pre-reading: T. asks the children to look at the picture. T asks (in L1 where necessary). What day is it? Is there a new animal in the zoo? Who is showing Pandora the zoo?

T. follows the steps for presenting stories.

T. asks some questions to check understanding and engages the children. T. asks (avoiding L1 if possible) Who gets up early? Who has a shower every day? Is Pandora having fun? Why?

PB: page 24, 1. Circle.

T. does the example with the class; T. chooses a child to read the text for picture 1. Then T. asks the children to tell him/her what day it is.

T. asks the children to circle the correct words. T. monitors and helps where necessary.

T. checks the answers.

 

Practice

PB: page 25, Learn with Tag

T. holds up his/her book and points to the picture of Tag. T. asks the children to read Tag’s speech bubble out loud.

T. asks Does Tag clean his teeth on Monday? T. elicits Yes, he does. T. repeats with other days of the week. Then T. says Tag cleans his teeth every day.

T. writes on the board: I go swimming on Tuesday, Thursday and Saturday. T. reads the sentences out loud, then T. says I sometimes go swimming. T. asks children to tell him/her things they sometimes do.

T. says I have a shower in the morning. T. repeats the process with I go shopping on Saturday.

T. writes on the board: Pandora never eats meat. T. asks the children to tell him/her things they never do.

 

Homework

T. asks the children to complete pp.22-23 in their Activity Book.

 

Title of the lesson: Sally’s Story ‘The months of the year’

 

LESSON 11

Skills to be emphasized:

- listening

- Speaking

Objectives:to read a story

Vocabulary: January, February, March, April, May, June, July, August, September, October, November, December, spring, autumn

Review:summer, winter

Grammar Review: grammar from lessons 5-8

Materials: Class CD

Procedure of the lesson

Warm-up page 26

 

T. writes on the board: spring, summer, autumn, winter. T. chooses children to come to the front, T. says one of the seasons, then mimes something they do at the time of the year. The other children guess.

Review

T. checks the homework from the previous lesson.

Presentation

PB page 26, Vocabulary

T. says Open their books at page 26.

T. introduces the months of the year: T. invites the children to find the months and highlight them in the story.

T. uses extra repetition to practice the pronunciation of all the months of the year.

 

Practice

Optional activity

T. asks the children to draw pictures for their sentences. T. displays the pictures in the classroom in four sections-one for each season.

Homework

T. asks the children to complete pp.24-25 in their Activity Book.

 

Quiz 2

T. can now use photocopiable Quiz 2. T. can see Active Teach resources section

 

 

 

 

LESSON 12

Skills to be emphasized:

- listening

- Speaking

Objectives:to review Lessons 5-8 and prepare for Progress Review 2

Vocabulary Review:vocabulary from Lessons 5-8

Grammar Review: grammar from Lessons 5-8

Materials: Class CD, card/paper for the project

Procedure of the lesson

Warm-up page 16

 

T. calls out the months at random and asks children to spell the month and say what they do in that month.

Review

T. checks the homework from the previous lesson.

Before doing an exercise with the class, briefly review the relevant vocabulary and grammar. T. uses flashcards, questions and answers, etc.

Presentation

Now choose and write.

T. does the example with the class. Then T. asks the children to choose and complete the other sentences. T. monitors and helps where necessary.

Practice

PB page 28, 2. Write.

T. writes on the board: Pandora eats fish. T. asks the children to read the sentence out loud. T. asks Does Pandora eat fish? T. elicits No, she doesn’t. T. puts a line through the first sentence he/she writes on the board: Pandora doesn’t eat fish.

T. asks the children to convert the other sentences into negative sentences. T. monitors and helps where necessary.

My project: Make a poster.

T. asks the children to look at the pictures. T. chooses children to tell him/her what they can see in each of the pictures.

T. reads the lists for Me and My friend as a class.

T. distributes the paper and asks the children to draw their holiday bag containing things for themselves and their friend.

T. reads the example text out loud. T. asks the children to repeat.

T. asks the children to write the texts for their holiday chart.

T. invites some children to the front to present their work to the class and to read what they’ve written.

 

Review of Cycle 2

T. can now review the language the children have learned in Cycle 2, in the following ways.

 

My Picture Dictionary

T. can use Picture Dictionary for Cycle 1 to help the children review the words they have learned. T. can see Introduction p.vii for guidance on using the picture dictionary.

 

Activity Book

 

T. tells the children to complete the Review exercises on pp.26-27 in their Activity Book for homework.

T. does the last section, My English together in class in the next lesson. T. uses the sentences as prompts for oral practice. Then T. tells the children to colour the face they think best represents their efforts. T. can see the Introduction p. vii for guidance.

 

Progress Review

T. uses photocopiable Progress Review 2 as a test in class. T. can see the Active Teach Resources section.

 

 

LESSON 13

Skills to be emphasized:

- listening

- Speaking

Objectives:to review vocabulary and pronunciation

Vocabulary Review:vocabulary from Cycles 1 and 2

Materials: Class CD

Review

Homework

T. asks the children to complete pp.28-29 in their Activity Book.

 

End-of-Term Test 1

T. can now use photocopiable End-of-Term Test 1.T. sees the Active Teach Resources section.

 

 

LESSON 14

Skills to be emphasized:

- listening

- Speaking

Objectives:to talk about what people are doing

Vocabulary: cook, learn, talk, bored, home, doorbell, ring

Review:English

Grammar: I am/I’m cooking., You/We/They are/ You/We/They’re cooking., He/She/It is cooking./ He/She/It’s cooking./He/She /it’s cooking.

Materials: Class CD, Lesson 9 flashcards

Procedure of the lesson

Warm-up page 32

 

T. asks the children to stand up. T. says I’m reading a book. And mime reading. T. asks the children to repeat the sentence and copy him/her. T. says I’m writing English. T. asks the children to repeat the sentence and mime the action. T. repeats with other simple sentences in the present continuous.

 

Review

T. checks the homework from the previous lesson.

Presentation

PB page 32, Vocabulary

T. says Open your book at page 32.

T. presents the new vocabulary with the lesson’s flashcards.

T. uses extra repetition to practice the oo sound in cook /kuk/ and doorbell /´dɔ:bel/.

I’m cooking

Pre-reading: T. asks the children to look at the story. T asks (in L1 where necessary) Who’s in the picture? Who is bored? Who’s got an idea? Is Chatter happy?

T. follows the steps for presenting stories.

T. asks some questions to check understanding and engage the children. T. asks (avoiding L1 possible) What’s Sally doing? Is there a mess in the kitchen?

PB: page 32, 1. Match.

T. does the example with the class: T. holds up his/her book and points to the words Tag is and follows the line with his/her finger to b. T. reads out the example sentence. T. asks the children to point to the picture of Tag playing his guitar.

T. says Match. T. reminds the children to refer to the story to find the answers. T. monitors and helps where necessary.

T. checks the answers.

 

Practice

PB: page 33, Learn with Tag

T. writes on the board and says I am writing. I’m writing. T. asks a child to read the two sentences. Then T. says He/She is reading. He/She’s reading. T. points to the children and says You are learning English. You’re learning English.

T.writes on the board I am reading. T. rubs out the a and puts an apostrophe in its place. T. says I’m reading. T. writes on the board He is cooking. T. invites children to rub out letters and writes apostrophes to make the short form.

 

PB: page 33, 2. Write.

T. does the example with the class: T. writes on the board You …. … (learn) English. T. asks the children to call out the example answer. T. writes on the board.

T. asks the children to complete the other sentences. T. reminds them to refer to the Learn with Tag box for help. T. monitors and helps where necessary.

T. checks the answers.

Optional activity

T. asks the children to write two new sentences about the people in their family. For example, My mum is cleaning her shoes. T. asks different children to read out their sentences.

PB page 33, 4. Sing along with The Fly High band!

T. plays the CD

 

Homework

T. asks the children to complete pp. 30-31 in their Activity Book.

 

 

LESSON 15

Skills to be emphasized:

- listening

- Speaking

Objectives:to talk about what people are not doing.

Vocabulary: make, wash, dish, floor, strawberry, taste

Grammar: I am not/I’m not sleeping. You/We/They are not/You/We/They aren’t sleeping., He/She/It is not/He/she/It isn’t sleeping.

Review:I am cleaning

Materials: Class CD, Lesson 10 flashcards

Procedure of the lesson

Warm-up page 34

 

T. reviews the present continuous tense; T. asks the children to sing and act out to the Fly High Band song from lesson 9.

Review







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