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PB: page 20, 1. Choose and write.
T. does the example with the class; T. asks the children to look at picture 2. T. asks What’s Sally got? T. asks the children to read out the example sentence.
T. asks the children to choose words and complete the sentences. T. monitors and helps where necessary.
T. checks the answers.
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.
PB page 21, 2. What about you? Circle.
T. asks the children to read and circle about themselves. T. reminds them to refer to the Learn with Tag box for help. T. monitors and helps where necessary.
T. checks the answers by asking children to read out their sentences.
T. puts the children in pairs to practice asking and answering the questions with their friend.
PB page 21, 3. Play the game.
T. asks the children to look at the picture and say what the children are doing.
T. puts the children in pairs. T. makes sure they understand that they take turns thinking of an activity. Their friend asks questions to guess the activity.
PB page 21, 4. Write with Karla.
T. asks the children to look at the first picture and say what it is. T. asks if they ever write postcards when they are on holiday.
T. asks the children to read Karla’s sentences out loud.
T. asks the children to write their postcard. T. monitors and helps where necessary.
T. checks the answers by asking children to read out their postcard.
T. asks the children to complete pp. 18-19 in their Activity Book.
Title of the lesson: She doesn’t like meat
Skills to be emphasized:
Objectives:to ask and answer about other people’s routines
Vocabulary: meat, excited, panda, Chine, leaf
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.
T. checks the homework from the previous lesson.
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?
PB: page 22, 1. Choose and write.
T. does the example with the class; T. asks What animal is Pandora? T. asks the children to read the example.
T. asks the children to choose the words and complete the sentences. T. reminds them to look at the story to check their answers. T. monitors and helps where necessary.
T. checks the answers.
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.
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.
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