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PB: page 50, 1. Choose and write.
T. does the example with the class; T. asks How much spaghetti is there? T. elicits There isn’t much spaghetti.
T. asks the children to look at the answer options then to read the example sentence. T. monitors and helps where necessary.
T. checks the answer.
PB: page 52, Learn with Tag
T. asks the children to look at the picture and tells him/her what they can see.
T. puts the children in pairs. They take turns reading the questions from the grammar box. Their friend answers.
T. asks the children what’s the same about the words that come after many (they are all plurals). T. explains (in L1 where necessary) that we use much for the words that don’t have an s at the end and lots of before any words, with or without an s.
For more practice, T. puts the children in new pairs and asks them to take turns asking and answering with their friend about things in the classroom. They must use How much/many, some, any and lots of. T. monitors and helps where necessary.
PB page 52, 2. Write much or many.
T. does the example with the class: T. writes on the board the gapped example sentence. T. asks the children to tell him/her what to write in each gap.
T. asks the children to write much or many. T. monitors and helps where necessary.
T. checks the answers.
PB page 52, 3. Listen and circle.
T. plays the CD and pauses after the sentence about cheese. T. asks the children to read the example answer.
T. plays the CD again. T. asks the children to listen and circle. T. monitors and helps where necessary.
T. invites children to read a sentence each.
PB page 52, 4. Play the game.
T. asks the children to look at the picture and say What the children are doing.
T. thinks of a short sentence, then T. goes round choosing children to repeat the sentence and adds to it. If a child forgets the list, his/her friends are allowed to prompt!
T. plays until everyone has had a turn.
T. asks the children to complete pp. 48-49 in their Activity Book.
Title of the lesson: Sally’s Story ‘The babies are hungry’
Skills to be emphasized:
Objectives:to read a story
Vocabulary: baby/babies, mouse/mice, tomato/tomatoes, sheep/sheep, potato/potatoes, wolf/wolves, sandwich/sandwiches
Review:vocabulary from Lesson 13-16
Grammar Review: grammar from lessons 13-16
Materials: Class CD, Lesson Flashcards
Procedure of the lesson
Warm-up page 40
T. puts the children in pairs. They play “Hangman” with animal words. If T. thinks it’s necessary, T. reviews some animals before they play. T. goes round asking children to tell him/her the name of one animal.
T. checks the homework from the previous lesson.
PB page 52, Vocabulary
T. says Open their books at page 52.
T. presents the new vocabulary with the Lesson’s flashcards.
T. uses extra repetition to practice the sh /∫/ and ch // sounds in sheep and sandwich.
Sally’s story: The babies are hungry.
Pre-reading: T. asks the children to look at the story. T. points to each picture and asks (in L1 where necessary) What can you see in the picture? What are they doing?
T. follows the steps for presenting stories.
T. asks some questions to check understanding and engage the children. T. asks (avoiding L1 if possible) What foods do the man and woman give the babies? Are the babies foxes? What are your favourite animals?
PB: page 52, 1. Read and answer.
T. does the example with the class: T. reads out the question and asks the children to find the answer in the story. T. asks a child to read out the part of the story that contains the answer (Look! Four babies!).
T. asks the children to read the questions and answer. T. monitors and offers help where necessary. T. makes sure the children check the story to find the answers. T. asks them to underline the parts of the story that refer to the answer.
T. checks the answers.
T. writes various nouns on the board: (woman, child, boy, person, box, tomato, foot, book, tooth, sheep, potato, etc.). T. asks children to come up and write the plurals next to one of the nouns (women, children, boys, people, boxes, tomatoes, feet, books, teeth, sheep, potatoes. etc.).
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