Title of the lesson: The postman comes at seven.

 

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).

 

PB: page 19, 2. Circle and write.

T. does the example with the class: T. holds up his/her book, points to the clock and say six. T. points to the verb options and say Sally get up-no. Sally gets up-yes!

T. asks the children to choose the correct verb form and then write the time. T. reminds them to refer to the Learn with Tag box for help. T. monitors and helps where necessary.

T. checks the answers.

PB: page 19, 3. Listen and stick. Then write.

T. asks the children to find the stickers for Lesson 5.

T. plays the CD. T. says Listen and stick. T. stops after each sentence. T. allows enough time for children to stick their stickers.

T. does the first question with the children-reads the first two lines of the audio script, T. asks the children to read the first sentence and add the missing word.

T. asks the children to complete the other sentences.

T. checks the answers.

 

 

PB page 19, 4. Sing along with The Fly High band!

T. plays the CD

 

Homework

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

 

 

Title of the lesson: Do they play basketball?

 

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?