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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 |
## Title of the lesson: We’ve got some oranges
- listening - Speaking
T. reviews fruits by asking children to say the names of fruits they know (use the pictures if you’ve brought any). T. writes the words on the board. Then T. points to them and each time, T. asks the children to mime preparing and eating that fruit.
T. checks the homework from the previous lesson.
T. says Open your book at page 48. T. presents the new vocabulary using the Pupil’s Book pictures. T. uses extra repetition to practice the s sound /s/ in thirsty, glass and straw.
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 to check understanding and engages the children. T. asks (avoiding L1 if possible)
Optional activity
t. asks the children to draw and colour a drink like the one the animals have made for Vicky – using their favourite fruits. T. encourages them to make their drinks as colourful and exciting as possible. T. invites children to the front to hold up their pictures and talk about their drink.
T. says T. does the example with the class; T. asks the children to look at picture 1 and read what Karla says. T. asks the children to read the example sentence and answer. T. asks the children to circle yes or no. T. monitors and helps where necessary. T. checks the answers.
T. asks the children to look at the picture then asks T. chooses eight children and asks them to read a sentence each from the grammar box. T. writes on the board: a, r and ? and also some and any. Below that, T. writes T. points to the symbols on the board and sees if the children can match them with the sentences. T. helps, if necessary, by matching the awith the first (positive) sentence. T. chooses children to write some and any in each sentence.
T. does the example with the class: t. asks the children to read the example sentence and sees if they can tell him/her why the missing word is any (because the sentence is a question). T. asks the children to write some or any. They can do the exercise in pairs if he/she thinks it will help. T. monitors and helps where necessary. T. checks the answers by asking children to read the sentences.
T. reminds the children that questions start with verbs. T. gives them some examples (e.g. T. does the example with the class: T. asks the children to read the first half of the example, then follow the line with their finger to the answer and read it out. T. asks the children to match. T. reminds them to refer to the Learn with Tag box for help. T. monitors and helps where necessary. T. checks the answer.
T. plays the CD.
T. asks the children to complete pp.46-47 in their Activity Book.
- listening - Speaking
T. asks the children to sing and act out the song from lesson 15.
T. checks the homework from the previous lesson.
T. says Open your book at page 50. T. presents the new vocabulary with the Lesson’s flashcards T. uses extra repetition to practice the dg /dʒ/ sound in fridge.
Pre-reading: T. asks the children (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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