PB page 11, 3. Read and write. Then colour.

T. asks the children to read the sentences aloud.

T. does the example with the class: T. asks What colour is a banana? Then T. asks What colour is her T-shirt? T. asks the children to read the example answer.

T. asks the children to read the text and write. T. monitors and helps where necessary.

T. checks the answers.

T. asks the children to colour their pictures. T. monitors and helps where necessary.

 

PB page 11, 4. Sing along with The Fly High band!

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

 

Homework

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

 

 

Title of the lesson: Have you got your passports?

 

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/

 

Have you got your passports?

Pre-reading: T. asks the children to look at the story. T asks (in L1where necessary) Where are Ziggy and his family going? Who has got the suitcases? Who has got the tickets?

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) Are Sally and the animals sad in picture 3? Why? What has Sally got for the animals?

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.

 

PB page 13, 2. What about you? Circle and write.

T. does the example with the class; T. asks the children to read sentence 1 aloud. T. asks some children to give him/her an answer, then T. asks the children to write an answer.

T. asks the children to answer themselves. T. refers them to the Learn with Tag box for help. T monitors and helps where necessary.

T. checks the answers.

PB page 13, 3. Listen and match.

T. plays the CD, pauses after first sentence. T. holds up his/her book, reads out the question, traces the line with his/her finger and read the example answer. T. says Listen and match.

T. plays the CD. If children need extra time to match the questions and answers, pauses after each sentence.

T. checks the answers.

 

PB page 13, 4. Play the game.

T. asks the children to look at the picture and elicits how the game is played.

T. chooses two children to read and act out the example.

T. puts the children in small groups. T. distributes the alphabet (or his/her) crads in two bags for each group (a few object cards in one bag; a few colour cards in another bag).

T. lets the children play the game in their groups.

 

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