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: Trumpet is stronger.
- listening - Speaking
T. plays a spelling game. T. calls out words the children know (or uses flashcards) and chooses children to spell the words.
T. checks the homework from the previous lesson.
T. says Open your book at page 56. T. presents the new vocabulary with the Lesson’s flashcards. T. uses extra repetition to practice the ow /əʊ/ in throw and the aw /ɔ:/ in draw.
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)
T. does the example with the class; T. asks the children to read the text for picture1, then read out the example sentence. T. asks the children to circle. T. reminds the children to look at the story to check their answer. T. monitors and helps where necessary. T. checks the answers.
T. draws on the board two big balls-one bigger than the other. T. points to the smaller ball and says big; T. points to the bigger ball and say bigger. T. asks the children to look at the example picture and reads Tag’s speech bubble. T. writes on the board the grammar box from the book. T. draws the children’s attention to the regular ending (er), and to the other endings. As well as the irregular forms. T. asks the children to find examples of the new language in the story. T. puts the children in pairs and asks them to take turns talking about things that are bigger or smaller than other things in the classroom, in their bag, on their desk, etc. t. monitors and helps where necessary.
T. does the example with the class: T. asks T. asks the children to complete the other sentences. T. reminds them to refer to the Learn with Tag box for help. T. monitors and helps where necessary. T. checks the answers.
T. puts the children in small groups. They take turns choosing one of the adjectives from Exercise 2 and thinking of a new sentence using the comparative form. T. demonstrates with an example or two if necessary.
T. asks the children to find the stickers for Lesson 17. T. plays the CD. T. says Listen and stick. T. stops after each sentence. T. does the example with the class: T. asks the children to look at Susan and Lucy. T. asks question 1 and asks the children to read the example answer out loud. T. asks the children to answer the other questions. T. monitors and helps where necessary. T. checks the answer.
T. plays the CD.
T. asks the children to complete pp.54-55 in their Activity Book.
- listening - Speaking
T. writes on the board some adjectives the children know (e.g
T. checks the homework from the previous lesson.
T. says Open your book at page 58. T. presents the new vocabulary with the lesson’s flashcards. T. uses extra repetition to practice the g /ŋ/ in young and the g /ʤ/ in giraffe.
T. reviews animals: T. puts the children in pairs and asks them to take turns miming an animal they know. Their friend guesses.
Pre-reading: T. asks the children to tell him/her which animals they saw in Lesson 17. 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)
T. asks T. does the example with the class; T. asks the children to read the example answer and point to the picture of the giraffe in their book. T. asks the children to match and make sentences. T. monitors and helps where necessary. T. checks the answers.
T. draws on the board two big balls-one bigger (B) than the other (A). T. points to the bigger ball and asks T. asks the children to look at the picture and read the sentence. T. asks the children to read the different forms of one adjective out loud. T. draws their attention to the endings (est, iest, test), as well as the irregular forms. T. asks the children to find examples of the new language in the story. T. says an adjective and its comparative and invite children to shout its superlative (witout looking at their book if possible). T. repeats several times and faster to make it fun.
T. does the example with the class: T writes on the board: T. asks the children to complete the other sentences. T. reminds them to refer to the Learn with Tag box for help. T. monitors and helps where necessary. T. invites children to read a sentence each out loud. |
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