ТОП 10:

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.

 

Homework

T. asks the children to complete pp.32-33 in their Activity Book.

 

 

Title of the lesson: are you going to town?

LESSON 16

Skills to be emphasized:

- listening

- Speaking

Objectives:to ask and answer about what people are doing

Vocabulary: go shopping, library, cinema, supermarket, buy, rope

Grammar: am I eating? Yes, you are./No, you aren’t., is he/she/it eating? Yes, he/she/it is./No, he/she/it isn’t., Are we/you/they eating? Yes, we/you/they are./No, we/you/they aren’t.

Materials: Class CD, Lesson 11 flashcards

Procedure of the lesson

Warm-up page 36

 

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 (write, read, wash, make, sing, walk, etc.). Their friend guesses what they are doing.

Review

T. checks the homework from the previous lesson.

Presentation

PB page 36, Vocabulary

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.

 

Are you going to town?

Pre-reading: T. asks the children to look at the story. T. asks (in L1 where necessary) Is Sally on a train? Is Tag with her? Is there a toy shop in the town? Are they in the toy shop?

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) What does Sally buy? Do Trumpet and Chatter have fun? Do they like shopping? What shops do you like?

PB: page 36, 1. Choose and write.

T. writes on the board: He …….washing the floor. They …. Making a cake. T. points to the first gap and asks Is or are? T. elicits is and writes it in the gap. T. repeats the process with the second gap.

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.

 

Practice

PB: page 37, Learn with Tag

T. chooses a confident child to act out being Tag. T. asks Is he eating? T. asks the children to read out the answer.

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

T. goes round the class asking Are you (drinking)?/ Is he/she (drinking)? Questions and eliciting the correct answers.

 

Optional Activity

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.

 

 

PB page 37, 2.Write.

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.

PB page 37, 3. Look and answer.

T. asks some questions about the picture in Exercise 2. For example, What is the man wearing? Who is wearing a shirt?

T. does the example with the class: T. asks Where is the man shopping? And asks the children to read out the example answer.

T. asks the children to answer the questions. T. monitors and helps where necessary.

T. checks the answers.

 

PB page 37, 4. Sing along with The Fly High band!

T. plays the CD.

 

Homework

T. asks the children to complete pp. 34-35 in their Activity Book.

 

Title of the lesson: Wait here. Don’t move.

LESSON 17

Skills to be emphasized:

- listening

- Speaking

Objectives:to make suggestions, say what you do and don’t want people to do

Vocabulary: wait, move, chase, stop, thief, brave

Review: library, police, clever, ice cream

Grammar: Let’s …, Don’t …

Materials: Class CD

Procedure of the lesson

Warm-up page 38

 

T. writes on the board anagrams of the verbs the children have learnt in this Cycle (learn, talk, cook, ring, make, wash, taste, buy). T. asks the children to write the verbs correctly in their notebook. T. checks by asking children to call out the spelling.

Review

T. checks the homework from the previous lesson.

Presentation

PB page 38, Vocabulary

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.

 

Wait here. Don’t move.

Pre-reading: T. asks the children to look at the story. T. asks (in L1 where necessary) Who can you see in the story? Where is Sally going? Who is wearing a mask?

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) Is Chatter brave? Why? Why are Chatter and Trumpet happy at the end of the story?







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