Title of the lesson: We’ve got some oranges

Lesson 22

Skills to be emphasized:

- listening

- Speaking

Objectives: to talk about amounts using some and any

Vocabulary: orange, thirsty, peach, watermelon, glass, straw, juice, fruit

Grammar: some, any, Are there …?, There are/ aren’t

Review: Have you got …?, We’ve got ….

Materials: pictures of apples, oranges, bananas and cherries (optional for Warm-up), lesson 15 flashcards, Class CD, drawing paper (optional)

Procedure of the lesson

Warm-up page 48

 

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.

 

Review

T. checks the homework from the previous lesson.

Presentation

PB page 48, Vocabulary

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.

 

We’ve got some oranges.

Pre-reading: T. asks the children to look at the story. T. asks (in L1 where necessary) Is Vicky happy in picture 1? Where are the animals? What are they doing?

T. follows the steps for presenting stories.

T. asks some questions to check understanding and engages the children. T. asks (avoiding L1 if possible) What fruit do the animals use to make the drink? Is Vicky happy at the end of the story? Why?

 

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.

PB: page 48, 1. Circle.

T. says Vicky is cold. Yes or No? T. elicits No.

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.

 

Practice

PB: page 49, Learn with Tag

T. asks the children to look at the picture then asks Are there any oranges in the picture? Are there any watermelons in the picture?

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 There are …oranges. There aren’t …. Watermelons. Are there … bananas?

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.

 

 

PB page 49, 2. Write some and any.

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.

PB page 49, 3. Match.

T. reminds the children that questions start with verbs. T. gives them some examples (e.g. Have you got aa bag? Is it a watermelon? Are they reading?)

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.

 

PB page 49, 4. Sing along with the Fly High band!

T. plays the CD.

 

Homework

T. asks the children to complete pp.46-47 in their Activity Book.

 

Title of the lesson: There isn’t much spaghetti.

LESSON 23

Skills to be emphasized:

- listening

- Speaking

Objectives: to ask and answer about amounts

Vocabulary: fridge, water, flour, sugar, butter

Review: cheese

Grammar: much, many, lots of, How much …? How many …?

Materials: Class CD, Lesson 16 flashcards

Procedure of the lesson

Warm-up page 38

 

T. asks the children to sing and act out the song from lesson 15.

 

Review

T. checks the homework from the previous lesson.

Presentation

PB page 50, Vocabulary

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.

 

There isn’t much spaghetti.

Pre-reading: T. asks the children (in L1 where necessary) Is Chatter hungry? What food is there in the cupboard? Is there any milk in the fridge?

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) Where do the animals go? Are the people in the supermarket happy? Why not?