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ТОП 10:
Влияние общества на человека
Приготовление дезинфицирующих растворов различной концентрации Практические работы по географии для 6 класса Организация работы процедурного кабинета Обработка изделий медицинского назначения многократного применения Изменения в неживой природе осенью Уборка процедурного кабинета Сольфеджио. Все правила по сольфеджио Балочные системы. Определение реакций опор и моментов защемления |
## PB page 35, 4. Write with Karla.
T. asks the children to look at the picture and read what Karla has written out loud. T. asks the children to write about themselves and their friends like Karla. T. monitors and helps where necessary. Early finishers can draw and colour a picture to go with their sentences. T. asks some children to read their sentences to the class.
T. asks the children to complete pp.32-33 in their Activity Book.
- listening - Speaking
T. puts the children in pairs. They take turns acting out activities using verbs and words they have learnt. T. writes some verbs on the board as prompts if necessary (
T. checks the homework from the previous lesson.
T. says Open your book at page 36. T. presents the new vocabulary with the lesson’s flashcards. T. reinforces the vocabulary by asking children to spell the words at random.
Pre-reading: T. asks the children to look at the story. T. asks (in L1 where necessary) 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)
T. writes on the board: T. does the example with the class; T. asks to look at the answer options and read the example answer. 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.
T. chooses a confident child to act out being Tag. T. asks T. asks the children to read the grammar box out loud. T. goes round the class asking
T. puts the children in small groups. They take turns miming simple actions like eating an ice-cream, carrying shopping, etc. (if necessary, T. writes phrases on the board for the children to mime). Their friends ask questions like the ones in the grammar box to guess what they are doing. T. monitors and helps where necessary.
T. does the example with the class: T. writes the gapped example sentence on the board. T. points to the gaps one at a time and asks the children to call out the word(s). each time, T. writes them in the gaps. T. asks the children to look at the picture and write. T. reminds them to refer to the Learn with Tag box for help. T. monitors and helps where necessary.
T. asks some questions about the picture in Exercise 2. For example, T. does the example with the class: T. asks T. asks the children to answer the questions. T. monitors and helps where necessary. T. checks the answers.
T. plays the CD.
T. asks the children to complete pp. 34-35 in their Activity Book.
- listening - Speaking
T. writes on the board anagrams of the verbs the children have learnt in this Cycle (
T. checks the homework from the previous lesson.
T. says Open your book at page 38. T. presents the new vocabulary using the Pupil’s Book pictures and mime. T. uses extra repetition to practice the pronunciation of ie /i:/ in thief and ai /ei/ in wait.
Pre-reading: T. asks the children to look at the story. T. asks (in L1 where necessary) 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) |
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